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Mathematics Education within the Postmodern Edited by: Margaret Walshaw, Massey University, New Zealand |
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2004. A volume in the series: International Perspectives on Mathematics Education - Cognition, Equity & Society. Series Editor(s): Bharath Sriraman, The University of Montana and Lyn English, Queensland University of Technology CONTENTS: Preface, Valerie Walkerdine. Series Editor’s Foreword. Acknowledgments. Introduction: Postmodernism Meets Mathematics Education, Margaret Walshaw. Part I: Thinking Otherwise for Mathematics Education. Postmodernism and the Subject of Mathematics, Paul Ernest. Postmodernism as an Attitude of Critique to Dominant Mathematics Education Research, Paola Valero. Toward a Postmodern Ethics of Mathematics Education, Jim Neyland. Part II: Postmodernism within Classroom Practices. Facilitating Access and Agency within the Discources and Culture of Beginning School, Agnes Macmillan. “There’s No Hiding Place”: Foucault’s Notion of Normalization at Work in a Mathematics Lesson, Tansy Hardy. The Pedagogical Relation in Postmodern Times: Learning with Lacan, Margaret Walshaw. Affect and Cognition in Pedagogical Transference: A Lacanian Perspective, Tânia Cabral. Part III: Postmodernism within the Structures of Mathematics Education. Identifying with Mathematics in Initial Teacher Training, Tony Brown, Liz Jones, and Tamara Bibby. So What’s Power Got to Do with It?, Tamsin Meaney. Why Mathematics? Insights from Poststructural Topologies, M. Jayne Fleener. What Can I Say, and What Can I Do? Archaeology, Narrative, and Assessment, Tony Cotton. Author Index. Subject Index. About the Contributors. | ||
