- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Education Science / Pedagogic
- > didactics, methodics, school education
Full Description
The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget's genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget's work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget's primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education.
Contents
Section 1. Introduction to Piaget's genetic epistemology and the tradition of use featured in this book.- Chapter 1) Introduction to Piaget's Genetic Epistemology.- Chapter 2) An Historical Reflection on Adapting Piaget's Work for Ongoing Mathematics Education Research.- Section 2. Key constructs from genetic epistemology being used in ongoing mathematics education research.- Chapter 3) Schemes and Scheme Theory: Core Explanatory Constructs for Studying Mathematical Learning.- Chapter 4) Operationalizing Figurative and Operative Framings of Thought.- Chapter 5) Figurative and Operative Imagery: Essential Aspects of Reflection in the Development of Schemes and Meanings.- Chapter 6) Empirical and Reflective Abstraction.- Chapter 7) Group and Group-like Structures.- Chapter 8) Reflected Abstraction.- Chapter 9) The Construct of Decentering in Research on Mathematics Learning and Teaching.- Chapter 10) Logic in Genetic Epistemology.- Chapter 11) Units Coordination.- Chapter 12) Modeling Quantitative and Covariational Reasoning.- Section 3. Commentaries on genetic epistemology and its use in ongoing research.- Chapter 13) Genetic Epistemology as a Complex and Unified Theory of Knowing.- Chapter 14) Second-Order Models as Acts of Equity.- Chapter 15) Reflections on the Power of Genetic Epistemology by the Modern Cognitive Psychologist.- Chapter 16) Skepticism and Constructivism.- Section 4. Using constructs from genetic epistemology to develop agendas of research.- Chapter 17) Researching Special Education: Using and Expanding Upon Genetic Epistemology Constructs - Jessica Hunt.- Chapter 18) Research in Subitizing to Examine Early Number Construction.- Chapter 19) Researching Coordinate Systems Using Genetic Epistemology Constructs.- Chapter 20) Researching Quantifications of Angularity Using Genetic Epistemology Constructs.- Chapter 21) UsingConstructivism to Develop an Agenda of Research in Stochastics Education Research.
