Author | Vithal, Renuka. author |
---|---|
Title | In Search of a Pedagogy of Conflict and Dialogue for Mathematics Education [electronic resource] / by Renuka Vithal |
Imprint | Dordrecht : Springer Netherlands : Imprint: Springer, 2003 |
Connect to | http://dx.doi.org/10.1007/978-94-010-0086-4 |
Descript | XVI, 400 p. online resource |
1: An Emergent Social, Cultural, Political Approach: Sketching A Theoretical Landscape -- 1. Mathematics Education After Apartheid ? -- 2. Four Strands Of A Social, Cultural, Political Approach -- 3. Pulling The Theoretical Strands Together Through Educational Practice: The Case Of Project Work -- 4. Contextualising This Landscape -- 2: Methodological โTheoretical Toolsโ For Researching A Social, Cultural, Political Approach -- 1. A Research Journey -- 2. The Actual Current Situation -- 3. The Imagined Hypothetical Situation -- 4. The Arranged Situation -- 5. Reflections On The Situations -- 6. Conclusion -- 3: Methodological Challenges And Criteria For Researching A Social, Cultural, Political Approach -- 1. Introduction: Research Paradigms -- 2. A Critical Approach To Research Versus A Critical Approach To Education -- 3. Sources For Developing A Research Methodology For A Critical Perspective In Mathematics Education -- 4. The Researcher; Research Participants; And The Research Process -- 5. Is My Research Critical Research? -- 6. Criteria In A Research Methodology For A Critical Perspective In Mathematics Education -- 7. Context In A Research Methodology For A Critical Perspective In Mathematics Education -- 8. Conclusion: Critique Inward And Outward -- 4: Crucial Descriptions: Toward Critique Of Theory, Practice And Research -- 1. Introduction -- 2. Crucial Descriptions And Theory-Practice Relations -- 3. Crucial Descriptions And Research -- 4. Conclusion -- 5: Crucial Description Of A Social, Cultural, Political Approach: Part I โ Sumaiya And The Imagined Hypothetical Situation -- 1. Introduction -- 2. About Sumaiya -- 3. Sumaiya In Her Third Year: Introduction To A New Curriculum Approach -- 4. Sumaiya In Her Fourth Year: Preparing For Teaching Practice -- 5. Sumaiya In The Actual Current Situation: The School, The Teacher, And The Class -- 6: Crucial Description Of A Social, Cultural, Political Approach: Part 2 โ Sumaiya And The Arranged Situation -- 1. Introduction -- 2. Project Work Begins -- 3. Group 1: Time Spent After School -- 4. Group 2: Developing A Mathematics Newsletter -- 5. Group 4: The Sports Survey -- 6. Groups 3 And 5: Money Spent On My Education -- 7: From Description To Themes -- 1. Introduction -- 2. Structure And Freedom -- 3. Authority And Democracy -- 4. Mathematics And Context -- 5. Differentiation And Equity -- 6. Actuality And Potentiality -- 8: From Themes To Theoretical Landscape -- 1. Introduction -- 2. Complementarity -- 3. Freedom And Structure -- 4. Democracy And Authority -- 5. Context And Mathematics -- 6. Equity And Differentiation -- 7. Potentiality And Actuality -- 9: A Pedagogy Of Conflict And Dialogue -- 1. Introduction -- 2. Pedagogy, Theory And Practice -- 3. Conflict In A Mathematics Pedagogy -- 4. Dialogue In A Mathematics Pedagogy -- 5. Complementarity In A Pedagogy Of Conflict And Dialogue -- 6. Strengths And Weaknesses; Limitations And Dreams -- References -- Appendices -- Appendix A โ Group 1: Time Spent After School -- Appendix B โ Group 2: Developing A Newsletter -- Appendix C โ Group 3: Money Spent On My Education -- Appendix D โ Group 4: The Sports Survey -- Appendix E โ Group 5: Money Spent On My Education