The Language of Mathematics: Telling Mathematical Tales

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ISBN-13:
9780387728582
Veröffentl:
2007
Erscheinungsdatum:
01.11.2007
Seiten:
186
Autor:
Bill Barton
Gewicht:
431 g
Format:
244x165x24 mm
Serie:
44, Mathematics Education Library
Sprache:
Englisch
Beschreibung:

The book emerges from several contemporary concerns in mathematics, language, and mathematics education. However, the book takes a different stance with respect to language by combining discussion of linguistics and mathematics using examples from each to illustrate the other. The picture that emerges is of a subject that is much more contingent, much more relative, much more subject to human experience than is usually accepted. Another way of expressing this, is that the thesis of the book takes the idea of mathematics as a human creation, and, using the evidence from language, comes to more radical conclusions than most writers allow.
The book emerges from several contemporary concerns in mathematics, language, and mathematics education. It combines discussion of linguistics and mathematics using examples from each to illustrate the other. The main field is that of ethnomathematics, and the work of Ubiratan D'Ambrosio in bringing to our awareness the sociocultural context of mathematics and its pedagogy. The book contains original material and ideas. It is based on experience and describes many examples to provide new insights into common mathematical experiences like fractions and circles.
Speaking Mathematics Differently.- Space: Points of Reference.- Space: Static and Dynamic World Views.- Quantity: Trapping Numbers in Grammatical Nets.- Language and Mathematics.- The Evidence from Language.- Mumbling, Metaphors, & Mindlocks: The Origins of Mathematics.- A Never-Ending Braid: the Development of Mathematics.- What is Mathematics? Philosophical Comments.- Implications for Mathematics Education.- Learning Mathematics.- Multilingual and Indigenous Mathematics Education.
Everyday mathematical ideas are expressed differently in different languages. This book probes those differences and explores their implications for mathematics education, arguing for alternatives to how we teach and learn mathematics.

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