{"title":"The Montana Mathematics Enthusiast","description":null,"products":[{"product_id":"relatively-and-philosophically-earnest-festschrift-in-honor-of-paul-ernest-s-65t-book-bharath-sriraman-9781607522409","title":"Relatively and Philosophically Earnest Festschrift in honor of Paul Ernest's 65th Birthday","description":"A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education Series Editor Bharath Sriraman, The University of Montana Paul Ernest's name is synonymous with social constructivism as a philosophy of mathematics. His contributions to mathematics education have occurred at a very fundamental level and to an extent shaped theory development in this field. His research addresses fundamental questions about the nature of mathematics and how it relates to teaching, learning and society. For the last three decades Paul has been a prolific scholar who has published in a wide array of topics such as the relationship between the philosophy of mathematics and mathematics education, and more generally the philosophy of mathematics education, ethics and values in mathematics education, and the philosophy of research methodology. The title of this Festschrift is meant to be a pun to convey the sometimes relativistic dimension to mathematical certainty that Paul argued for in developing his philosophy, and also a play on words for the fact that absolute earnestness may perhaps be a Platonic construct, and not possible in the realm of language and human discourse  Paul Ernest's scholarly evolution and life can best be summarized in the words of Walt Whitman Do I contradict myself? Very well then I contradict myself (I am large, I contain multitudes). Indeed his presence has been large and multitudinous and this Festschrift celebrates his 65th Birthday with numerous contributions coming from the mathematics, philosophy and mathematics education communities around the world.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49636015440145,"sku":"GOR012650469","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52536193646865,"sku":"NLS9781607522409","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083562803473,"sku":"NIN9781607522409","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1607522403.jpg?v=1751214888"},{"product_id":"interdisciplinary-educational-research-in-mathematics-and-its-connections-to-the-book-bharath-sriraman-9781593119836","title":"Interdisciplinary Educational Research in Mathematics and Its Connections to the Arts and Sciences","description":"The book is based on the recently held Symposium on mathematics and its connections to the arts and sciences, namely the second Mathematics and its  Connections to the Arts and Sciences (MACAS2)Symposium in Odense, Denmark (May 29-31, 2007). 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How can research within the ethnomathematics domain of mathematics education be linked to critical mathematics education and interdisciplinary projects involving mathematics, art and culture?   4. How can the push for mathematical and statistical literacy be connected to other subjects in the school curricula and emphasized via interdisciplinary activities?  5. What are concrete examples of classroom experiments with empirical data that demonstrate new and unusual connections\/relations between mathematics, arts and the sciences with implications for pedagogy?  6. What is the role of technology and new ICT interfaces in linking communities of learners in interdisciplinary activities involving problem solving? 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How can research within the ethnomathematics domain of mathematics education be linked to critical mathematics education and interdisciplinary projects involving mathematics, art and culture?   4. How can the push for mathematical and statistical literacy be connected to other subjects in the school curricula and emphasized via interdisciplinary activities?  5. What are concrete examples of classroom experiments with empirical data that demonstrate new and unusual connections\/relations between mathematics, arts and the sciences with implications for pedagogy?  6. What is the role of technology and new ICT interfaces in linking communities of learners in interdisciplinary activities involving problem solving? 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Mathematics Education as a legitimate area of research emerged from the initiatives of well known mathematicians of the last century such as Felix Klein and Hans Freudenthal. Today there is an increasing schism between researchers in mathematics education and those in mathematics as evidenced in the Math wars in the U.S and other parts of the world. Gunter Torner represents an international voice of reason, well respected and known in both groups, one who has successfully bridged and worked in both domains for three decades. His contributions in the domain of beliefs theory are well known and acknowledged. The articles in this book are written by many prominent researchers in the area of mathematics education, several of whom are editors of leading journals in the field and have been at the helm of cutting edge advances in research and practice. The contents cover a wide spectrum of research, teaching and learning issues that are relevant for anyone interested in mathematics education and its multifaceted nature of research. The book as a whole also conveys the beauty and relevance of mathematics in societies around the world. 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Given the lack of research based perspectives on talent development in mathematics education, this monograph is specifically focused on contributions towards the constructs of creativity and giftedness in mathematics. This monograph presents new perspectives for talent development in the mathematics classroom and gives insights into the psychology of creativity and giftedness. 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Thus Ole Skovsmose sees uncertainty as an important feature of any critical approach. He does not assume the existence of any blue prints for social and political improvements, nor that certain theoretical structures can provide solid foundations for a critical activities. For him critique is an open and uncertain activity. This also applies to critical mathematics education. Critique as Uncertainty includes papers Ole Skovsmose already has published as well as some newly written chapters. The book addresses issues about: landscapes of investigations, students' foregrounds, mathematics education and democracy, mathematics and power. 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The in-service training is integrated with teacher collaboration and teaching research, and has the characteristics of diversity, continuity, and orientation toward teaching practice. The in-service training also stimulates teachers to conduct self-directed learning. Second, the award-winning grades 7-12 mathematics teachers are identified by the following characteristics: they are passionate about mathematics and share their passion through teaching; they actively take part in teaching research through application of teaching research in the classroom, collaboration with peers, and systematic lesson preparation; they apply technology into teaching; and they take an active role in teaching research in order to expand their professional opportunities.  Based on the findings of this study, the following conclusions were reached: pre-service training and in-service training are both necessary processes for mathematics teachers to build up their knowledge base for effective teaching. 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