By Murad Jurdak
ISBN-10: 3319082035
ISBN-13: 9783319082035
ISBN-10: 3319082043
ISBN-13: 9783319082042
The final goal of this booklet is to spot the conceptual instruments and the academic modalities which permit scholars and lecturers to pass the boundary among institution arithmetic and actual global challenge fixing. The publication identifies, examines, and integrates seven conceptual instruments, of which 5 are constructs (activity thought, narrative, modeling, severe arithmetic schooling, ethnomathematics) and are contexts (STEM and the workplace). the writer develops heavily associated multiple-perspective frameworks: one for studying genuine global challenge fixing at school arithmetic, which units the principles of studying genuine global challenge fixing at school arithmetic; and one for educating genuine global challenge fixing at school arithmetic, which explores the modalities of educating actual global challenge fixing in class mathematics.
“The e-book consists as, at the one hand, a high-level theoretical scholarly paintings on genuine global challenge fixing at school arithmetic, and, nevertheless, a suite of twelve narratives which, prepare, represent a thought-provoking and relocating own autobiography.” - Mogens Niss
“These narratives mix points of Murad’s own trajectory as someone with these issues in his specialist profession at which he grew to become conscious of views on and methods to arithmetic schooling that have been either major in and of themselves, and instrumental for the explicit scholarly recreation offered within the book.” - Mogens Niss
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Extra info for Learning and Teaching Real World Problem Solving in School Mathematics: A Multiple-Perspective Framework for Crossing the Boundary
Sample text
2 Formal Schooling from an Emancipatory Perspective Freire’s emancipatory education (Freire, 1970/2013) adopts a Marxist critical stance but differs from critical reproduction theory in its strong belief that the school is capable of overcoming oppression through the human agency of both students and teachers. Students have the capability of being active in remaking themselves and their society through the construct of praxis, which involves the two simultaneous processes of reflection and action.
The fourth principle is that the interconnected activity system allows internal contradictions as sources of change and development. The fifth principle is that the interconnected activity system allows expansive transformations, which enable the system to reconceptualize its object to embrace a qualitative transformation in its mode of activity. Culture plays a central role in activity theory at the levels of the individual, the community of practice, and the society as a whole. From an activity-theoretical perspective, the consciousness of a human agent is the product of “culturally mediated human activity” (Engeström, Engeström, & Kärkkäinen, 1995, p.
According to Roth et al. (2004), this “weakness of cultural boundaries is not inherently a deficit; rather, it creates potential for action, such as engaging in co-generative dialogue” (p. 67). 1 12 What Is Real About the Real World? A case study by Roth et al. (2004) illustrates how the perspective of activity theory can define the relations between person, mind, and culture. The purpose of this study was to exemplify and articulate the continuous making and remaking of the identities of teachers and students as they participate in the praxis of urban schooling.
Learning and Teaching Real World Problem Solving in School Mathematics: A Multiple-Perspective Framework for Crossing the Boundary by Murad Jurdak
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