Constitution and Production of Mathematics in the Cyberspace: A Phenomenological Approach

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 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