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Alternative theoretical frameworks f...

De Freitas, Elizabeth.

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Alternative theoretical frameworks for mathematics education research = theory meets data /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Alternative theoretical frameworks for mathematics education research/ by Elizabeth de Freitas, Margaret Walshaw.
其他題名:	theory meets data /
作者:	De Freitas, Elizabeth.
其他作者:	Walshaw, Margaret.
出版者:	Cham :Springer International Publishing : : 2016.,
面頁冊數:	ix, 193 p. :ill., digital ;24 cm.
內容註:	Chapter 1: Introduction -- Chapter 2: Pierre Bourdieu -- Chapter 3: Jacques Lacan -- Chapter 4: Michel Foucault -- Chapter 5: Gilles Deleuze -- Chapter 6: Bruno Latour -- Chapter 7: Rosi Braidotti -- Chapter 8: Concluding Narratives.
Contained By:	Springer eBooks
標題:	Mathematics - Research. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-33961-0
ISBN:	9783319339610

Alternative theoretical frameworks for mathematics education research = theory meets data /
De Freitas, Elizabeth.

Alternative theoretical frameworks for mathematics education researchtheory meets data /[electronic resource] :by Elizabeth de Freitas, Margaret Walshaw. - Cham :Springer International Publishing :2016. - ix, 193 p. :ill., digital ;24 cm.

Chapter 1: Introduction -- Chapter 2: Pierre Bourdieu -- Chapter 3: Jacques Lacan -- Chapter 4: Michel Foucault -- Chapter 5: Gilles Deleuze -- Chapter 6: Bruno Latour -- Chapter 7: Rosi Braidotti -- Chapter 8: Concluding Narratives.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

ISBN: 9783319339610

Standard No.: 10.1007/978-3-319-33961-0doiSubjects--Topical Terms:

705053
Mathematics
--Research.

LC Class. No.: QA11.2 / .D44 2016

Dewey Class. No.: 510.71

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