Over the last decade, aesthetic and art theory has played an increasingly significant role in the way work and its organization has come to be understood. Bringing together the work of an international spectrum of academics, this collection contributes, in an overall more critical vein, to such emerging debates. Combining both empirical and theoretical material, each chapter re-evaluates the emerging relationship between art, aesthetics, and work, exploring its potential as both a medium of critical analysis, and as a site of conflict and resistance.
The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners’ practice with at least the same priority as that accorded to the teachers’ practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners.
In Pursuit of the Unknown: 17 Equations That Changed the World
In In Pursuit of the Unknown, celebrated mathematician Ian Stewart uses a handful of mathematical equations to explore the vitally important connections between math and human progress. We often overlook the historical link between mathematics and technological advances, says Stewart—but this connection is integral to any complete understanding of human history.
Understanding and Developing Science Teachers’ Pedagogical Content Knowledge
There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit.
This book investigates the relation between language and logic. Gennaro Chierchia looks at the way syntactic and inferential processes interact in determining polarity sensitive and free choice phenomena. He analyses these as a form of grammaticized scalar implicature and seeks to identify the common core of the polarity system by examining many of its manifestations as well as the choices that determine its diversity. To do so he reassesses the relations between syntax, semantics, and pragmatics and in the process makes startling insights into the relation of syntax to logic.
