Encounter With Mathematics
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Encounter with Mathematics
Trying to make mathematics understandable to the general public is a very difficult task. The writer has to take into account that his reader has very little patience with unfamiliar concepts and intricate logic and this means that large parts of mathematics are out of bounds. When planning this book, I set myself an easier goal. I wrote it for those who already know some mathematics, in particular those who study the subject the first year after high school. Its purpose is to provide a historical, scientific, and cultural frame for the parts of mathematics that meet the beginning student. Nine chapters ranging from number theory to applications are devoted to this program. Each one starts with a historical introduction, continues with a tight but complete account of some basic facts and proceeds to look at the present state of affairs including, if possible, some recent piece of research. Most of them end with one or two passages from historical mathematical papers, translated into English and edited so as to be understandable. Sometimes the reader is referred back to earlier parts of the text, but the various chapters are to a large extent independent of each other. A reader who gets stuck in the middle of a chapter can still read large parts of the others. It should be said, however, that the book is not meant to be read straight through.
A Contemporary Theory of Mathematics Education Research
This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
The Mathematics Enthusiast
The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. It is published on a print-on-demand basis by Information Age Publishing and the electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is not affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. Indexing Information: Australian Education Index; EBSCO Products (Academic Search Complete); EDNA; Directory of Open Access Journals (DOAJ); Psyc-INFO (the APA Index); MathDI/MathEDUC (FiZ Karlsruhe); Journals in Higher Education (JIHE); SCOPUS; Ulrich's Periodicals Directory; Emerging Sources Citation Index (Thompson Reuters)