Mathematics (education) in the information age.

Sonst. Personen	Costa, Stacy A. (Hrsg.); Danesi, Marcel (Hrsg.); Martinovic, Dragana (Hrsg.)
Titel	Mathematics (education) in the information age.
Quelle	Cham, Switzerland: Springer (2020), x, 226 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Mathematics in mind
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-59176-2
DOI	10.1007/978-3-030-59177-9
Schlagwörter	Grundlegender Unterricht; Stereotyp; Kognitionspsychologie; Geschlechtsspezifischer Unterschied; Informationsgesellschaft; Künstliche Intelligenz; Künstliche Intelligenz; Mathematik; Mathematikunterricht; Philosophie; Sport; Stereotyp; Informationsgesellschaft; Grundlegender Unterricht; Robotik; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Robotik; Sport; Philosophie
Abstract	This book brings together ideas from experts in cognitive science, mathematics, and mathematics education to discuss these issues and to present research on how mathematics and its learning and teaching are evolving in the Information Age. Given the ever-broadening trends in Artificial Intelligence and the processing of information generally, the aim is to assess their implications for how math is evolving and how math should now be taught to a generation that has been reared in the Information Age. It will also look at the ever-spreading assumption that human intelligence may not be unique - an idea that dovetails with current philosophies of mind such as posthumanism and transhumanism. The role of technology in human evolution has become critical in the contemporary world. Therefore, a subgoal of this book is to illuminate how humans now use their sophisticated technologies to chart cognitive and social progress. (DIPF/Orig.) - Contents: 1. The Information Age, Mathematics, and Mathematics Education (S. Costa, M. Danesi, D. Martinovic) -- 2. An Unsupervised Approach to User Characterization in Online Learning and Social Platforms (D. Vilenchik) -- 3. Argumentation is Elementary: The Case for Teaching Argumentation in Elementary Mathematics Classrooms (K. Marks Krpan, G. Shambu) -- 4. Subverting Stereotypes: Visual Rhetoric in the #SheCanSTEM Campaign (D. Danuser) -- 5, Graphical Literacy, Graphicacy, and STEM Subjects (S. Costa) -- 6. Mathematics, Statistics, and Sports (F. Nuessel) -- 7. Travels with Epsilon in Sign and Space (L.H. Kauffman) -- 8. Experimental Mathematics: Overview and Pedagogical Implications (M. Danesi) -- 9. Why the Basics Still Matter: The Cost of Using a Machine to Do Mathematics (S. Gollish) -- 10. Syntonic Appropriation for Growth in Mathematical Understanding: An Argument for Curated Robotics Experiences (K. Francis, S. Khan) -- 11. Why Do Mathematicians Need Diagrams? Peirce's Existential Graphs and the Idea of Immanent Visuality (V. Kiryushenko) -- 12. Procedural Steps, Conceptual Steps, and Critical Discernments: A Necessary Evolution of School Mathematics in the Information Age (M. Metz, B. Davis) -- 13. If One Can Read and Write Then One Can Also Do Mathematics (R.K. Logan). .
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3