----- 跨文化激进人文主义:数学与教学哲学
In transreform radical humanism: a mathematics and teaching philosophy, a methodological collage of auto/ethnography, gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author’s evolving relationship with mathematics; the philosophies of mathematics; the “math wars”; the achievement gap for indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula.
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