000 04176nam a22004575i 4500
001 978-0-387-72859-9
003 DE-He213
005 20161121230826.0
007 cr nn 008mamaa
008 100301s2008 xxu| s |||| 0|eng d
020 _a9780387728599
_9978-0-387-72859-9
024 7 _a10.1007/978-0-387-72859-9
_2doi
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
082 0 4 _a407.1
_223
100 1 _aBarton, Bill.
_eauthor.
245 1 4 _aThe Language of Mathematics
_h[electronic resource] :
_bTelling Mathematical Tales /
_cby Bill Barton.
264 1 _aBoston, MA :
_bSpringer US,
_c2008.
300 _aX, 186 p. 12 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v44
505 0 _aSpeaking Mathematics Differently -- Space: Points of Reference -- Space: Static and Dynamic World Views -- Quantity: Trapping Numbers in Grammatical Nets -- Language and Mathematics -- The Evidence from Language -- Mumbling, Metaphors, & Mindlocks: The Origins of Mathematics -- A Never-Ending Braid: the Development of Mathematics -- What is Mathematics? Philosophical Comments -- Implications for Mathematics Education -- Learning Mathematics -- Multilingual and Indigenous Mathematics Education.
520 _aThe Language of Mathematics: Telling Mathematical Tales emerges from several contemporary concerns in mathematics, language, and mathematics education, but takes a different stance with respect to language. Rather than investigating the way language or culture impacts mathematics and how it is learned, this book begins by examining different languages and how they express mathematical ideas. The picture of mathematics that emerges is of a subject that is much more contingent, relative, and subject to human experience than is usually accepted. Barton’s thesis takes the idea of mathematics as a human creation, and, using the evidence from language, comes to more radical conclusions than usual. Everyday mathematical ideas are expressed quite differently in different languages. Variety occurs in the way languages express numbers, describe position, categorise patterns, as well as in the grammar of mathematical discourse. The first part of The Language of Mathematics: Telling Mathematical Tales explores these differences and thus illustrates the possibility of different mathematical worlds. This section both provides evidence of language difference with respect to mathematic talk and also demonstrates the congruence between mathematics as we know it and the English language. Other languages are not so congruent. Part II discusses what this means for mathematics and argues for alternative answers to conventional questions about mathematics: where it comes from, how it develops, what it does and what it means. The notion that mathematics is the same for everyone, that it is an expression of universal human thought, is challenged. In addition, the relationship between language and mathematical thought is used to argue that the mathematical creativity embedded in minority languages should continue to be explored The final section explores implications for mathematics education, discussing the consequences for the ways in which we learn and teach mathematics. The Language of Mathematics: Telling Mathematical Tales will appeal to those interested in exploring the nature of mathematics, mathematics educators, researchers and graduate students of mathematics education.
650 0 _aEducation.
650 0 _aLanguage and education.
650 0 _aMathematics
_xStudy and teaching.
650 1 4 _aEducation.
650 2 4 _aLanguage Education.
650 2 4 _aMathematics Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387728582
830 0 _aMathematics Education Library ;
_v44
856 4 0 _uhttp://dx.doi.org/10.1007/978-0-387-72859-9
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c504546
_d504546