Student Voice in Mathematics Classrooms around the World

Berinderjeet Kaur, Glenda Anthony e Minoru Ohtani

Sense Publishers | 2013 | 262 páginas | pdf | 3,2 Mb

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TABLE OF CONTENTS

Acknowledgements ix

1 The Learner’s Perspective Study: Attending to Student Voice

Glenda Anthony, Berinderjeet Kaur, Minoru Ohtani and David Clarke

2 Spoken Mathematics as an Instructional Strategy: The Public Discourse of Mathematics Classrooms in Different Countries

David Clarke, Li Hua Xu and May Ee Vivien Wan

3 Students Speaking Mathematics: Practices and Consequences for Mathematics Classrooms in Different Countries

David Clarke, Li Hua Xu and May Ee Vivien Wan

4 Students at the Front: Examples from a Beijing Classroom 53

Yiming Cao, Kan Guo, Liping Ding and Ida Ah Chee Mok

5 Participation of Students in Content-Learning Classroom Discourse: A Study of Two Grade 8 Mathematics Classes in Singapore

Berinderjeet Kaur

6 Martina’s Voice 89

Florenda Gallos Cronberg and Jonas Emanuelsson

7 What o Students Attend to? Students’ Task-Related Attention in Swedish Settings

Rimma Nyman and Jonas Emanuelsson

8 Students and heir Teacher in a Didactical Situation: A Case Study

Jarmila Novotná and Alena Hospešová

9 Developing Mathematical Proficiency and Democratic Agency through Participation – An Analysis of Teacher Student Dialogues in a Norwegian 9th Grade Classroom

Ole Kristian Bergem and Birgit Pepin

10 Matches or Discrepancies: Student Perceptions and Teacher Intentions in Chinese Mathematics Classrooms

Rongjin Huang and Angela T. Barlow

11 What Really Matters to Students? A Comparison between Hong Kong and Singapore Mathematics Lessons

Ida Ah Chee Mok, Berinderjeet Kaur, Yan Zhu and King Woon Yau

12 Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms

Glenda Anthony

Appendix: The LPS Research Design 227

David Clarke

Author Index 243

Subject Index 247

Deleuze and the History of Mathematics: In Defense of the 'New'

(Continuum Studies in Continental Philosophy)

 Simon Duffy 

Bloomsbury Academic | 2013 | 225 páginas | rar -pdf | 968 kb

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Gilles Deleuze's engagements with mathematics, replete in his work, rely upon the construction of alternative lineages in the history of mathematics, which challenge some of the self imposed limits that regulate the canonical concepts of the discipline. For Deleuze, these challenges are an opportunity to reconfigure particular philosophical problems - for example, the problem of individuation - and to develop new concepts in response to them. The highly original research presented in this book explores the mathematical construction of Deleuze's philosophy, as well as addressing the undervalued and often neglected question of the mathematical thinkers who influenced his work. 

In the wake of Alain Badiou's recent and seemingly devastating attack on the way the relation between mathematics and philosophy is configured in Deleuze's work, Simon Duffy offers a robust defence of the structure of Deleuze's philosophy and, in particular, the adequacy of the mathematical problems used in its construction. By reconciling Badiou and Deleuze's seeming incompatible engagements with mathematics, Duffy succeeds in presenting a solid foundation for Deleuze's philosophy, rebuffing the recent challenges against it.

Contents
Acknowledgments x
List of Abbreviations xii
Introduction 1
1 Leibniz and the Concept of the Infinitesimal 7
2 Maimon’s Critique of Kant’s Approach to Mathematics 47
3 Bergson and Riemann on Qualitative Multiplicity 89
4 Lautman’s Concept of the Mathematical Real 117
5 Badiou and Contemporary Mathematics 137
Conclusion 161
Notes 175
Bibliography 189
Index 201