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dc.contributor.authorRoth, Wolff-Michaelen_US
dc.date.accessioned2017-04-24T13:37:59Z
dc.date.available2017-04-24T13:37:59Z
dc.date.issued2011en_US
dc.date.modified2012-04-17T22:48:22Z
dc.identifier.isbn9780415891578en_US
dc.identifier.doihttp://www.routledge.com/books/details/9780415891578/en_US
dc.identifier.urihttp://hdl.handle.net/10072/44549
dc.description.abstract"This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how geometry, an objective science, arises anew from the pre-scientific but nevertheless methodic actions of children in a structured world always already shot through with significations. He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories. Immanuel Kant, JeanPiaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer"en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130208en_US
dc.titleGeometry as Objective Science in Elementary School Classrooms: Mathematics in the Fleshen_US
dc.typeBooken_US
dc.type.descriptionA1 - Authored Research (HERDC)en_US
dc.type.codeA - Booksen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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