000906326 000__ 02753cam\a2200409\a\4500 000906326 001__ 906326 000906326 005__ 20210515181951.0 000906326 006__ m\\\\\o\\d\\\\\\\\ 000906326 007__ cr\cn\nnnunnun 000906326 008__ 101210s2011\\\\nyuad\\\ob\\\\001\0\eng\d 000906326 010__ $$z 2010047439 000906326 020__ $$z9780415891578 000906326 020__ $$z0203817877 $$q(electronic book) 000906326 020__ $$z9780203817872 $$q(electronic book) 000906326 035__ $$a(MiAaPQ)EBC692324 000906326 035__ $$a(Au-PeEL)EBL692324 000906326 035__ $$a(CaPaEBR)ebr10477558 000906326 035__ $$a(CaONFJC)MIL315115 000906326 035__ $$a(OCoLC)730151672 000906326 040__ $$aMiAaPQ$$cMiAaPQ$$dMiAaPQ 000906326 050_4 $$aQA461$$b.R68 2011 000906326 08204 $$a372.7$$222 000906326 1001_ $$aRoth, Wolff-Michael,$$d1953- 000906326 24510 $$aGeometry as objective science in elementary school classrooms$$h[electronic resource] :$$bmathematics in the flesh /$$cWolff-Michael Roth. 000906326 260__ $$aNew York :$$bRoutledge,$$c2011. 000906326 300__ $$axv, 293 p. :$$bill. 000906326 4901_ $$aRoutledge international studies in the philosophy of education ;$$v27 000906326 504__ $$aIncludes bibliographical references and index. 000906326 5050_ $$apt. a. Toward a theory of mathematics in the flesh -- pt. b. Stories of mathematics in the flesh -- pt. c. Emergence of geometry : an objective science. 000906326 506__ $$aAccess limited to authorized users. 000906326 520__ $$a"This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how geometry, an objective science, arises anew from the pre-scientific but nevertheless methodic actions of children in a structured world always already shot through with significations. He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories. Immanuel Kant, Jean Piaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer"--$$cProvided by publisher. 000906326 650_0 $$aGeometry$$xStudy and teaching (Primary) 000906326 650_0 $$aEducation, Primary$$xPhilosophy. 000906326 830_0 $$aRoutledge international studies in the philosophy of education ;$$v27. 000906326 852__ $$bebk 000906326 85640 $$3ProQuest Ebook Central Academic Complete$$uhttps://univsouthin.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/usiricelib-ebooks/detail.action?docID=692324$$zOnline Access 000906326 909CO $$ooai:library.usi.edu:906326$$pGLOBAL_SET 000906326 980__ $$aEBOOK 000906326 980__ $$aBIB 000906326 982__ $$aEbook 000906326 983__ $$aOnline