On the Roles of Language in Mathematics Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10380273" target="_blank" >RIV/00216208:11410/18:10380273 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1007/978-3-319-77760-3_14" target="_blank" >https://doi.org/10.1007/978-3-319-77760-3_14</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-319-77760-3_14" target="_blank" >10.1007/978-3-319-77760-3_14</a>

Jazyk výsledku

angličtina

Název v původním jazyce

On the Roles of Language in Mathematics Education

Popis výsledku v původním jazyce

The language of mathematics attracted recently attention of philosophers, historians of mathematics, and researchers in mathematics education (see the list of references). There exist a considerable number of approaches, each of which studies one particular aspect of the language of mathematics that is relevant in the particular context. Nevertheless, what is lacking is a theoretical framework that would make it possible to integrate these different approaches to the study of the language of mathematics and use their potential for a deeper theoretical foundation of mathematics education. The aim of the present paper is to argue for the need and to outline the possible structure of an integrative theoretical framework for the study of the language of mathematics. The author is convinced that such an integrative initiative can arise from the philosophy of mathematics that is historically grounded and educationally motivated.

Název v anglickém jazyce

On the Roles of Language in Mathematics Education

Popis výsledku anglicky

The language of mathematics attracted recently attention of philosophers, historians of mathematics, and researchers in mathematics education (see the list of references). There exist a considerable number of approaches, each of which studies one particular aspect of the language of mathematics that is relevant in the particular context. Nevertheless, what is lacking is a theoretical framework that would make it possible to integrate these different approaches to the study of the language of mathematics and use their potential for a deeper theoretical foundation of mathematics education. The aim of the present paper is to argue for the need and to outline the possible structure of an integrative theoretical framework for the study of the language of mathematics. The author is convinced that such an integrative initiative can arise from the philosophy of mathematics that is historically grounded and educationally motivated.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

The Philosophy of Mathematics Education Today

ISBN

978-3-319-77759-7

Počet stran výsledku

12

Strana od-do

229-240

Počet stran knihy

375

Název nakladatele

Springer International Publishing AG

Místo vydání

Cham

Kód UT WoS kapitoly

—