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008 141104s2014 ne | s |||| 0|eng d
020 |a9789462096530|9978-94-6209-653-0
024 7 |a10.1007/978-94-6209-653-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aL1-991
072 7|aJN|2bicssc
072 7|aEDU000000|2bisacsh
072 7|aJN|2thema
082 04|a370|223
090 |aDK/15488
100 1 |aSkovsmose, Ole.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aForegrounds|h[electronic resource] :|bOpaque Stories about Learning /|cby Ole Skovsmose.
250 |a1st ed. 2014.
264 1|aRotterdam :|bSensePublishers :|bImprint: SensePublishers,|c2014.
300 |aVIII, 122 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
520 |a"Foregrounds contributes to the development of theories of learning, in particular to theories of learning mathematics. It is relevant to students, student teachers, and researchers in the field of education as well as in mathematics education. Foregrounds contains six parts. Part I provides a summary of the notion of foreground as it has developed since the author introduced the idea in Towards a Philosophy of Critical Mathematics Education. In Part II, the reader meets some students who tell us about their neighbourhood, about drug dealing, violence, and about playing football. They tell us about their teachers, about mathematics, and about what they would like their teachers to do. They tell us about their hopes, expectations, and frustrations. Part III presents the notions of intentionality and life-world as developed by Brentano and Husserl. However, in Part IV the author provides a radical reinterpretation of these two notions. He describes “real-life intentionalities” and “real-life worlds” as profoundly structured by a range of social factors. Part V is composed as a meeting between, on the one hand, the students and their experiences as presented in Part II, and on the other hand these notions of “real-life intentionalities” and “real-life worlds”. Through this meeting the author develops further the notion of foreground. The concluding part (Part VI) brings more examples as illustrations. Ole Skovsmose has a special interest in critical mathematics education. He has investigated the landscape of investigation, students’ experience of meaning, project work, mathematics education and democracy, mathematics in action, and mathematics and power. He has published more than 20 books in Danish, English and Portuguese as well as a huge number of articles. Sense has published the following books by Ole Skovsmose: Travelling through Education, In Doubt, An Invitation to Critical Mathematics Education, and Opening the Cage: Critique and Politics ofMathematics Education, which is edited together with Brian Greer.".
532 8 |aAccessibility summary: This PDF eBook is produced by a third-party. We have requested that the file be made accessible and compliant with the European Accessibility Act (EAA). However, we have not been able to fully verify its compliance with recognized accessibility standards (such as PDF/UA or WCAG). For detailed accessibility information, please refer to the original publisher’s website. If you require an accessible version of this content, please contact accessibilitysupport@springernature.com. We are committed to improving accessibility and will work with the publisher to meet your needs wherever possible.
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducation.
650 14|aEducation.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
856 40|uhttps://doi.org/10.1007/978-94-6209-653-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)