Geometry as Objective Science in Elementary School Classrooms : Mathematics in the Flesh

Wolff-Michael (University of Victoria, Canada) Roth

ISBN 10: 0415891574 / ISBN 13: 9780415891578

Published by Taylor & Francis Ltd, 2011

About this Item

Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher.

Seller Inventory # 9830971/2

Bibliographic Details

• Title: Geometry as Objective Science in Elementary School Classrooms : Mathematics in the Flesh
• Publisher: Taylor & Francis Ltd
• Publication Date: 2011
• Language: English
• ISBN 10: 0415891574
• ISBN 13: 9780415891578
• Binding: Hardcover
• Condition: Sehr gut
• Seller catalogs:
  • Bücher

About this title

Synopsis

This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how geometry, an objective science, arises anew from the pre-scientific but nevertheless methodic actions of children in a structured world always already shot through with significations. He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories – Immanuel Kant, Jean Piaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism – and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer.

About the Author

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria. He researches knowing and learning related to mathematics and science across the entire life span. His recent publications include Language, Learning, Context (Routledge, 2010), Science Education from People for People (Ed., Routledge, 2010), and Re/Structuring Science Education (Ed., Springer, 2010).