Beschreibung
Mathematics education has become increasingly influenced by scientific management which has resulted in a focus on narrow outcomes, unnecessary testing and diminished involvement by the learner. It has become an unquestioned orthodoxy and is causing harm to those who work in mathematics education. This book explores the origins and pervasiveness of scientific management and the origins of assessment and it outlines a relationship based alternative. In this alternative a humanistic approach is explored which recognizes both mathematics and the process of learning as social and cultural phenomena. This book will have particular interest to Initial teacher educators Mathematics educators Educational philosophers, sociologists and psychologists of mathematics education.
Autorenporträt
Jim Neyland, Phd: Thirty five years teaching experience in schools, universities and initial teacher education in the area of mathematics and the philosophy of education. Author of 7 books and 74 refereed papers. Writer of the 1990 New Zealand National Mathematics Curriculum. Senior Lecturer, Victoria University.
