Teaching Mathematics As To Be Meaningful Foregrounding Play And Children S Perspectives
Download Teaching Mathematics As To Be Meaningful Foregrounding Play And Children S Perspectives PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Teaching Mathematics As To Be Meaningful Foregrounding Play And Children S Perspectives book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages.
Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
The Zone of Proximal Development (ZDP) in the school education and clinical practice
Author: Guido Benvenuto
language: en
Publisher: Edizioni Nuova Cultura
Release Date: 2024-01-23
The volume collects the contributions presented at the international conference Hominis 2023 (Havana, Cuba, 24-28 April 2023), in its ninth edition, entitled "Psicologia viva al servicio de sus pueblos". In particular, the contributions of some theorists and scholars of Vygoskian thought presented at the Symposium "The Zone of Proximal Development (ZDP) in the School Education and Clinical Practice" are collected here. Therefore, the collection edited here resulted from an enriching and constructive international meeting that saw the profitable synergy between scholars of different countries involved in research, expanding a multicultural approach to psycho-pedagogical development and learning. The edition of the present volume represents to the editor the opportunity to synthesise the state of historical-cultural psychology, mainly when applied in clinical and didactical fields. Thanks to Sapienza's funding for international agreements, the publication of these proceedings allows for a broad, in-depth analysis, and prospective analysis of the historical-cultural approach proposed by L.S. Vygotskij, a thinker to be appreciated not simply as a semiologist but as a fighter for freedom and overall inclusion in the frame of values of social justice and equality. It is an ambitious attempt, a message to all scholars, colleagues, and students engaged in education and psycho-social interventions.
Ethics and Mathematics Education
This edited volume is an inquiry into the ethics of mathematics education, and to a lesser extent, the ethics of mathematics. The imposition of mathematics for all raises questions of ethics. What are the ethics of teaching school mathematics? What are the costs as well as the benefits? What are the ethical issues raised by the official aims of mathematics teaching, the planned curriculum, the pedagogies employed in school and college mathematics and the assessment systems? These questions are addressed in the book as well as what systems of ethics we might use. The volume ventures into a burgeoning new field. It offers a unique set of investigations, both theoretical and in terms of practices. It announces the ethics of mathematics education as a new subfield of research and includes valuable contributions from many of the best-known researchers in mathematics education; additionally, it is a valuable resource for students, teachers and researchers in the field. This is an enduring and classic source book in the field. From the wisdom of leading scholars to the little heard voices of students, this collection offers the reader many striking new insights into the ethics of mathematics and education.