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020 |a9789400774735|9978-94-007-7473-5
024 7 |a10.1007/978-94-007-7473-5|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
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072 7|aEDU029010|2bisacsh
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082 04|a510.71|223
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245 10|aMathematics & Mathematics Education: Searching for Common Ground|h[electronic resource] /|cedited by Michael N. Fried, Tommy Dreyfus.
250 |a1st ed. 2014.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2014.
300 |aXI, 402 p. 53 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aAdvances in Mathematics Education,|x1869-4926
505 0 |aPreface and Acknowledgements -- Introduction -- Mathematics and Mathematics Education: Searching for common ground: Michael N. Fried -- Chapter 1.  A Dialogue on a Dialogue -- Mathematics and Mathematics Education: Beginning a Dialogue in an Atmosphere of Increasing Estrangement: Michael N. Fried -- Some of my pet-peeves with mathematics education: Ted Eisenberg -- Mathematics at the Center of Distinct Fields: A Response to michael and Ted: Norma Presmeg -- Chapter 2.  Mutual Expectations -- Mutual Expectations between Mathematicians and Mathematics Educators : Tommy Dreyfus.-With contributions by:Uri Onn, Joanna Mamona-Downs, Stephen Lerman -- Chapter 3.  History of Mathematics, Mathematics Education, and Mathematics -- History in mathematics education. A hermeneutic approach: Hans Niels Jahnke -- Reflections on History of Mathematics: History of Mathematics and Mathematics Education: Luis Radford -- With contributions by:Alain Bernard, Michael N. Fried , Fulvia Furinghetti, Nathalie Sinclair -- Chapter 4.  Problem-Solving: A Problem for Both Mathematics and Mathematics Education -- Reflections on Problem-Solving: Problem solving in mathematics and in mathematics education: Boris Koichu -- With contributions by: Gerald A. Goldin, A. Israel Weinzweig, Shlomo Vinner, Roza Leikin -- Chapter 5.  Mathematical Literacy: What Is It and How is It Determined?.-“Mathematical Literacy”: An Inadequate Metaphor: E. Paul Goldenberg -- Reflections on Mathematical literacy : What’s new, why should we care, and what can we do about it? : Anna Sfard -- With contributions by:Abraham Arcavi, Ron Livné, Iddo Gal, Anna Sfard, Hannah Perl -- Chapter 6.  Visualization in Mathematics and Mathematics Education: Visualization in Mathematics and Mathematics Education: A Historical Overview : M. A. (Ken) Clements -- Visualization in mathematics and mathematics education: Elena Nardi (University of East Anglia) -- With contributions by: Rina Hershkowitz, Raz Kupferman , Norma Presmeg, Michal Yerushalmy -- Chapter 7.  Justification and Proof -- Making Sense of Mathematical Reasoning and Proof: David Tall -- Reflections on Justification and Proof: Justification and Proof in Mathematics and Mathematics Education: Keith Weber -- With contributions by: Gila Hanna, Guershon Harel, Ivy Kidron, Annie Selden and John Selden -- Chapter 8.  Policy: What Should We Do, and Who Decides? -- Mathematics and mathematics education policy: Mogens Niss -- Reflections on Policy: Mathematics and Mathematics Education Policy—Searching for Common Ground : Nitsa Movshovitz-Hadar -- With contributions by:Jonas Emanuelsson, Davida Fischman, Azriel Levy, Zalman Usiskin -- Chapter 9.  Collaboration -- Mathematics and Education: Collaboration in Practice: Hyman Bass -- Deborah Loewenberg Ball -- Reflections on Collaboration between Mathematics and Mathematics Education: Patrick W. Thompson -- With contributions by: Michéle Artigue, Günter Törner, Ehud de Shalit -- Postscript -- We Must Cultivate Our Common Ground: Jeremy Kilpatrick -- Appendix 1.  Ted Eisenberg, Teacher, Colleague, and Friend -- Ted as advisor and colleague: Tommy Dreyfus -- Thank you, Ted!: Francis Lowenthal -- Annotated bibliography of Ted Eisenberg’s Major Publications: Tommy Dreyfus -- Appendix 2.  Reprints of the Dialogues between Presmeg, Eisenberg, and Fried from ZDM 41(1-2).-Index.
520 |aThis book is the fruit of a symposium  in honor of Ted Eisenberg concerning the growing divide between the mathematics community and the mathematics education community, a divide that is clearly unhealthy for both. The work confronts this disturbing gap by considering the nature of the relationship between mathematics education and mathematics, and by examining areas of commonality as well as disagreement.  It seeks to provide insight into the mutual benefit both stand to gain by building bridges based on the natural bonds between them.
650 0|aMathematics|xStudy and teaching .
650 0|aMathematics.
650 0|aEducation and state.
650 14|aMathematics Education.
650 24|aApplications of Mathematics.
650 24|aEducational Policy and Politics.
700 1 |aFried, Michael N.|eeditor.|0(orcid)0000-0001-6883-8174|1https://orcid.org/0000-0001-6883-8174|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aDreyfus, Tommy.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400774728
776 08|iPrinted edition:|z9789400774742
776 08|iPrinted edition:|z9789402401745
830 0|aAdvances in Mathematics Education,|x1869-4926
856 40|uhttps://doi.org/10.1007/978-94-007-7473-5
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)