Review: Minds, Machines, Mathematics, and Metaphors

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  • 1 Southeastern Massachusetts University

During the past two decades, corresponding roughly with the span over which the ideas and data of this book were assembled, a radical enrichment has occurred in our collective conception of what constitutes scientific activity and, therefore, what constitutes mathematics education research. These changes reflect participation in an even larger historical evolution that, while only in its infancy, has admitted new entities to the universe of discou rse and has asserted new domains to be subject to systematic inquiry.

Journal for Research in Mathematics Education

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