000			03798nam a22005055i 4500
001			978-1-4020-5034-3
003			DE-He213
005			20161121230724.0
007			cr nn 008mamaa
008			100301s2007 ne | s |||| 0|eng d
020			_a9781402050343 _9978-1-4020-5034-3
024	7		_a10.1007/1-4020-5034-8 _2doi
050		4	_aB67
072		7	_aPDA _2bicssc
072		7	_aSCI075000 _2bisacsh
082	0	4	_a501 _223
245	1	0	_aPerspectives On Mathematical Practices _h[electronic resource] : _bBringing Together Philosophy of Mathematics, Sociology of Mathematics, and Mathematics Education / _cedited by Bart van Kerkhove, Jean Paul van Bendegem.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2007.
300			_aXVI, 242 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aLogic, Epistemology, and the Unity of Science ; _v5
505	0		_aHow to Deal with Mathematical Practice? -- How and Why Mathematics is Unique as a Social Practice -- Mathematics As Objective Knowledge And As Human Practice -- The Comparison Of Mathematics With Narrative -- Theory of Mind, Social Science, and Mathematical Practice -- Taking Mathematical Practice Seriously -- Incommensurability In Mathematics -- Mathematical Progress As Increased Scope -- Proof in C17 Algebra -- The Informal Logic Of Mathematical Proof -- The Special Case of Mathematical Education -- Mathematicians’ Narratives About Mathematics -- Philosophy of Mathematics and Mathematics Education -- Mathematical Practices In And Across School Contexts -- The Importance of a Journal for Mathematics Teachers -- On The Interdisciplinary Study of Mathematical Practice, with a Real Live Case Study.
520			_aPhilosophy of mathematics today has transformed into a very complex network of diverse ideas, viewpoints, and theories. Sometimes the emphasis is on the "classical" foundational work (often connected with the use of formal logical methods), sometimes on the sociological dimension of the mathematical research community and the "products" it produces, then again on the education of future mathematicians and the problem of how knowledge is or should be transmitted from one generation to the next. The editors of this book felt the urge, first of all, to bring together the widest variety of authors from these different domains and, secondly, to show that this diversity does not exclude a sufficient number of common elements to be present. In the eyes of the editors, this book will be considered a success if it can convince its readers of the following: that it is warranted to dream of a realistic and full-fledged theory of mathematical practices, in the plural. If such a theory is possible, it would mean that a number of presently existing fierce oppositions between philosophers, sociologists, educators, and other parties involved, are in fact illusory.
650		0	_aPhilosophy.
650		0	_aPhilosophy and science.
650		0	_aMathematical logic.
650		0	_aMathematics _xStudy and teaching.
650	1	4	_aPhilosophy.
650	2	4	_aPhilosophy of Science.
650	2	4	_aPhilosophy, general.
650	2	4	_aMathematical Logic and Foundations.
650	2	4	_aMathematics Education.
700	1		_aKerkhove, Bart van. _eeditor.
700	1		_aBendegem, Jean Paul van. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402050336
830		0	_aLogic, Epistemology, and the Unity of Science ; _v5
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-5034-8
912			_aZDB-2-SHU
950			_aHumanities, Social Sciences and Law (Springer-11648)
999			_c503019 _d503019