Overview
- Introduces the use of Piaget’s Genetic Epistemology for mathematics education research
- Explains methodological requirements for using Piaget's key constructs of genetic epistemology
- Summarizes models of student thinking through the lens of Piaget's genetic epistemology
- Provides the perfect starting point for those hoping to engage with Piaget’s work for the teaching and learning of mathematics
Part of the book series: Research in Mathematics Education (RME)
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Table of contents (21 chapters)
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Front Matter
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Introduction to Piaget’s Genetic Epistemology and the Tradition of Use Featured in This Book
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Front Matter
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Key Constructs from Genetic Epistemology Being Used in Ongoing Mathematics Education Research
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Front Matter
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Commentaries on Genetic Epistemology and Its Use in Ongoing Research
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Front Matter
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Keywords
About this book
Editors and Affiliations
About the editors
Dr. Paul Christian Dawkins is a Professor of mathematics education at Texas State University, USA. His research focuses on students’ learning of proof-oriented mathematics at the university level, specifically on student understanding of logic, defining, and axioms. Since he began as a professor in 2010, he has published 30 peer-reviewed journal articles and received multiple awards for his work, including the Selden Prize from the Mathematics Association of America. He serves on the editorial board of the Journal of Mathematical Behavior and the International Journal of Research in Undergraduate Mathematics Education.
Dr. Amy J. Hackenberg is a Professor of mathematics education at Indiana University, Bloomington, USA. Her research focuses on how middle school students construct rational number knowledge and algebraic reasoning and the role of units coordination in those processes. She also does research on how to orchestrate mathematics instruction for middle school students at different stages of units coordination, studying her own teaching as well as co-teaching with classroom teachers. She was the recipient of an early career award from the National Science Foundation, and she has earned the Trustees Teaching Award for excellence in teaching four times since she joined the faculty at IU in 2007. She serves on the Advisory Board of the journal For the Learning of Mathematics.Dr. Anderson Norton is a Professor of mathematics education in the Department of Mathematics at Virginia Tech. USA. His research focuses on building psychological models of students’ mathematical development—particularly in the domain of fractions knowledge—and epistemology of mathematics. He has served as chair for the editorial panel of the Journal for Research in Mathematics Education, chair of the steering committee for the North American Chapter of the International Group for the Psychology of Mathematics Education, and lead editor for the Springer book, Constructing Number. In 2013, in recognition of his outreach efforts, he received the Early Career Award from the Association of Mathematics Teacher Educators.
Bibliographic Information
Book Title: Piaget’s Genetic Epistemology for Mathematics Education Research
Editors: Paul Christian Dawkins, Amy J. Hackenberg, Anderson Norton
Series Title: Research in Mathematics Education
DOI: https://doi.org/10.1007/978-3-031-47386-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Hardcover ISBN: 978-3-031-47385-2Published: 03 January 2024
Softcover ISBN: 978-3-031-47388-3Due: 22 January 2024
eBook ISBN: 978-3-031-47386-9Published: 02 January 2024
Series ISSN: 2570-4729
Series E-ISSN: 2570-4737
Edition Number: 1
Number of Pages: XVII, 617
Number of Illustrations: 40 b/w illustrations, 72 illustrations in colour