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140122 ||| eng |
| 020 |
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|a 9781402079146
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| 100 |
1 |
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|a Valero, Paola
|e [editor]
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| 245 |
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|a Researching the Socio-Political Dimensions of Mathematics Education
|h Elektronische Ressource
|b Issues of Power in Theory and Methodology
|c edited by Paola Valero, Robyn Zevenbergen
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| 250 |
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|a 1st ed. 2004
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| 260 |
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|a New York, NY
|b Springer US
|c 2004, 2004
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| 300 |
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|a XIV, 280 p
|b online resource
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| 505 |
0 |
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|a Setting the Scene of this Book -- Socio-political Perspectives on Mathematics Education -- First Dialogic Unit: Challenging Traditional Research Areas from Socio-political Perspectives -- The Socio-political Context of the Mathematics Classroom -- Assessment, Learning and Identity -- Second Dialogic Unit: Finding Alternative Theoretical Tools -- Postmodernity and Social Research in Mathematics Education -- Problematising Culture and Discourse for Mathematics Education Research -- Third Dialogic Unit: Researching in Conflictive situations -- Dichotomies, Complementarities and Tensions -- Lessons from Research with a Social Movement -- Fourth Dialogic Unit: Addressing the Researcher’s Positioning -- Researching the School Mathematics Culture of ‘Others’ -- The Fly on the Edge of the Porridge Bowl -- Fifth Dialogic Unit: Adopting Critical Approaches in Research Methodology -- Understanding for Changing and Changing for Understanding -- Research Methodology and Critical Mathematics Education -- Methodological Challenges for Mathematics Education Research from a Critical Perspective -- Epilogoue: Talking Back to Mathematics Education Research -- School Subjects, the Politics of Knowledge, and the Projects of Intellectuals in Change
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| 653 |
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|a Mathematics / Study and teaching
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| 653 |
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|a Sociology of Education
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| 653 |
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|a Educational sociology
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| 653 |
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|a Mathematics Education
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| 700 |
1 |
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|a Zevenbergen, Robyn
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a Mathematics Education Library
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| 028 |
5 |
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|a 10.1007/b120597
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| 856 |
4 |
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|u https://doi.org/10.1007/b120597?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 510.71
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| 520 |
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|a This book examines mathematics education research from socio-political perspectives. It is organized in dialogic units which examine issues such as the critique of existing research results based on the adoption of socio-political approaches; the implications of alternative theoretical tools in researching mathematics education; the tensions emerging while conducting research in highly conflictive environments; the researchers’ positioning with respect to research participants; and the adoption of socio-political methodological frameworks. As a whole, the book serves to illuminate what it means to say that power is a central constituent of mathematics education practices and research. This book will be of interest to researchers in mathematics education and general education as well as to graduate students taking courses on mathematics education research
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