Constitution and Production of Mathematics in the Cyberspace

This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies. The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers.By doing so, Constitution and Production of Mathematics in the Cyberspace - A Phenomenological Approach will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.

Auteur
Maria Aparecida Viggiani Bicudo is full professor of Philosophy of Education at the Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Brazil; professor in the Graduate Program in Mathematics Education at the same institution, Research Fellow at the at the University of California, Berkeley, and Invited Professor at the Facoltà di Filosofiadell'Università Lateranense di Roma. Dr. Bicudo is also president of the Society of Qualitative Studies and Research in Brazil. Her main topics of research are mathematics education, phenomenology and philosophy of mathematics education.

Texte du rabat

This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies. The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers.By doing so, *Constitution and Production of Mathematics in the Cyberspace A Phenomenological Approach *will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.

Résumé

This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies.

The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers. By doing so, *Constitution and Production of Mathematics in the Cyberspace A Phenomenological Approach *will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.

Contenu

Part I: Philosophical didactic and scientific conceptions

Chapter 1: Mathematics Education in/with Cyberspace and Digital Technologies: What has been Scientifically Produced About it?

Chapter 2: The View of the World and of Knowledge Made Explicit by Phenomenology: A Turning Point in the way of Understanding Reality

Chapter 3: The Living Body and Cyberspace: The Hyletic Dimension in the Constitution of Knowledge

Part II: Mathematics Education in Cyberspace Being-With-Media

Chapter 4: Understanding Phenomenologically the Constitution of Knowledge when Working with Dynamic Geometry

Chapter 5: Constituting Mathematical Knowledge Being-With-Media in Cyberspace

Chapter 6: Phenomenological Study of a Digital Simulator of the Sine Function Contextualized in a Teaching and Learning Activity

Chapter 7: Resource and Website Developers for Teaching Mathematics on the Ineternet

Part III: Teacher Education in Cyberspace Being-With-Media Chapter 8: Cybereducation with Mathematics Teachers: Working with Virtual Reality in Mathematics Activities

Chapter 9: Mathematics in African Cultural Creations: Open Horizons to the World of Mathematics Education and the Formation of the Person

Chapter 10: Familiarity-Strangeness: Movements Actualization of a Project of Mathematics Teachers Technological Formation

Part IV: Constitution and Production of Mathematical Knowledge Being with the Computer

Chapter 11: Interactivity as a way to Express and Learn Mathematical Ideas About Change, Dependency and Restriction

Chapter 12: Real Numbers and Computational Challenges Under a Phenomenological Perspective

Chapter 13: The Mathematician Producing Mathematics (Being) with Computers

Chapter 14: the Constitution of the Mathematical Object in Acts of Evidence, from the Perspective of Edmund Husserl's First Logical Investigation

Afterwords: Constitution and Production of Mathematics Knowledge in Cyberspace Being-With-Media