000			04083cam a2200445Ii 4500
001			BRILL9789087902575
003			nllekb
005			20260610105539.0
007			cr un uuuua
008			190403s2008 gw sb 001 0 eng d
020			_a9789087902575 _q(electronic book)
020			_z9789087902568 _q(print)
024	7		_a10.1163/9789087902575 _2DOI
035			_a(OCoLC)191726190
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aQA11.2
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a510 _223
100	1		_aXie, Xuehui, _eauthor.
245	1	0	_aPhilosophy, Learning and the Mathematics Curriculum : _bDialectal Materialism and Pragmatism related to Chinese and U.S. Mathematics Curriculum / _cXuehui Xie, Phil Francis Carspecken.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2008.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_aPreliminary Material -- Mathematics Curriculum, Philosophy and Socio-Cultural Milieu -- Comparisons between NCTM and MOE Standards -- Examples from CM and PEP -- Two Paths of Department from Hegelian Idealism -- Experience, Language, and Knowledge -- Cognition and Logic -- Person-World Relations and Philosophical Anthropology -- Pedagogical Implications -- Mathematics Philosophy and Mathematics Education -- References; English Language -- References, Chinese.
506			_aAvailable to subscribing member institutions only.
520			_aMathematics curriculums used in progressive classrooms of the United States and in classrooms of the People’s Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics curriculum, and Dewey’s instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel’s thought. The history of dialectical materialism and Dewey’s instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.
650		0	_aMathematics _xCurricula _zUnited States.
650		0	_aMathematics _xCurricula _zChina.
650		0	_aLearning _xMathematics.
700	1		_aCarspecken, Phil Francis, _eauthor.
776	0	8	_iPrint version: _tPhilosophy, Learning and the Mathematics Curriculum: Dialectal Materialism and Pragmatism related to Chinese and U.S. Mathematics Curriculum _dLeiden, Boston : Brill | Sense, 2008, _z9789087902568
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087902575
999			_c39530 _d39530