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This book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences. Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as: The core concept of ‘praxeology’, including its development and functionalities The need for new teaching praxeologies in the paradigm of questioning the world The impact of ATD on the teaching profession and the education of teachers This is the second volume in the New Perspectives on Research in Mathematics Education. This comprehensive casebook is an indispensable resource for researchers, teachers and graduate students around the world.
Technology has become an integral part of our everyday lives. This trend in ubiquitous technology has also found its way into the learning process at every level of education. The Handbook of Research on Education and Technology in a Changing Society offers an in-depth description of concepts related to different areas, issues, and trends within education and technological integration in modern society. This handbook includes definitions and terms, as well as explanations of concepts and processes regarding the integration of technology into education. Addressing all pertinent issues and concerns in education and technology in our changing society with a wide breadth of discussion, this handbook is an essential collection for educators, academicians, students, researchers, and librarians.
Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning—both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. The Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.
Considerable efforts have been made in developing and assessing educational technology to support and teach argumentation. These efforts have culminated in the form of techniques which include Intelligent Tutoring Systems and Computer Supported Collaborative Learning. Many of these techniques have been shown to be effective for specific argumentation domains. At the same time, the general design problem of how to support a learner's acquisition of argumentation skills through computer aided tools has not yet been perfected. This e-book presents a collection of current approaches in educational technologies for argumentation. Technological approaches underlying successful argumentation systems are presented, along with their relation to the success of these tools.
"What was the interrelationship between education and society during the twentieth century in the United States and India? What is the essence of the historical development of educational policies and social systems in these two countries? What philosophical views and developmental courses underlie their outdoor-oriented education? What are their aims of outdoor-oriented education? What procedures are connected with their outdoor-oriented education? These questions are examined in this unique volume.This book is divided into three parts. The first part creates a context for the comparison of the issues concerning education and society. The central point of departure used here regards education as being closely related to the totality of culture and human activity. The dialectic process between education and society is realized differently in accordance with the value objectives that provide the background for different societies. This comparative educational study uses a historico-hermeneutical approach. The second part analyzes the social systems and educational policies of the United States and India following their developmental trends and patterns. The nature of the relationship between education and society for each country is further brought into focus when it is interpreted from the perspective of the philosophical views, pedagogical aims, and procedures of twentieth-century outdoor-oriented education. The case studies provide an interesting insight into how changes in educational policy have been reflected in the every-day pedagogical procedures used in schools in the United States and India.The third part is an analysis and comparison of the phenomena previously presented that are related to education and society through the lenses suggested by sociological theories. It compares the dimensions of the interrelationship between education and society from the standpoint of outdoor-oriented education in the two countries during the twentieth century.This thought-provoking volume is intended for anybody interested in the interplay between education and society in all its complexity. It offers a fascinating journey into the past and present of the issues that have defined the development of education and society in the United States and India."
This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.
Abstracts of dissertations available on microfilm or as xerographic reproductions.