Overview
- An important resource in the burgeoning field of socio-cultural readings within mathematics education
- Offers unique approaches to interpreting research within the mathematics education field and takes its place in a growing set of resources
- Generates texts that assist educators in taking up new research
Part of the book series: Mathematics Education Library (MELI, volume 46)
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Table of contents (9 chapters)
Keywords
About this book
Authors and Affiliations
About the authors
Elizabeth de Freitas is Assistant Professor in the Faculty of Education, University of Prince Edward Island. She teaches elementary, intermediate and secondary Mathematics methods courses. She also teaches courses on Culture and Society and Postmodern Research Theory to Master of Education students. She coordinates a “Narrative Group” for graduate students using various narrative forms of inquiry. Elizabeth's current research interest include: mathematics teacher identity, critical pedagogy, mathematical discourse and writing, and issues in research methodology.
Kathleen Nolan is Associate Professor in the Faculty of Education, University of Regina. She teaches undergraduate courses in mathematics and science curriculum in both elementary and secondary teacher education programs, as well as graduate courses in curriculum theory. Kathleen's current research interests include teacher education, mathematics and science epistemology, and critical and narrative research methodologies.
Bibliographic Information
Book Title: Opening the Research Text
Book Subtitle: Critical Insights and In(ter)ventions into Mathematics Education
Authors: Elizabeth Freitas, Kathleen Nolan
Series Title: Mathematics Education Library
DOI: https://doi.org/10.1007/978-0-387-75464-2
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer-Verlag US 2008
Hardcover ISBN: 978-0-387-75463-5Published: 13 November 2007
Softcover ISBN: 978-1-4419-4532-7Published: 25 November 2010
eBook ISBN: 978-0-387-75464-2Published: 19 December 2007
Series ISSN: 0924-4921
Series E-ISSN: 2214-983X
Edition Number: 1
Number of Pages: XVI, 260
Topics: Mathematics Education, Teaching and Teacher Education, Curriculum Studies