Search results for: philosophy-mathematics-educ

The Philosophy of Mathematics Education Today

Author : Paul Ernest
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This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How do students learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future.

The Philosophy of Mathematics Education

Author : Paul Ernest
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This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

Exam Prep for Philosophy Mathematics Educ

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Towards a Philosophy of Critical Mathematics Education

Author : Ole Skovsmose
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In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through which it is possible for Big-Brother to watch the inhabitants of Oceania. However, it is not only important to control the activities of the inhabitants, it is important as well to control their thoughts, and the Thought Police are on guard. This is a very direct form of monitoring and control, but Orwell also outlines a more imperceptible and calculated line of thought control. In the Appendix to Nineteen Eighty-Four Orwell explains some struc tures of 'Newspeak', which is going to become the official language of Oceania. Newspeak is being developed by the Ministry of Truth, and this language has to substitute 'Oldspeak' (similar to standard English). Newspeak should fit with the official politics of Oceania ruled by the Ingsoc party: "The purpose of Newspeak was not only to provide a medium of expression for the world-view and mental habits proper to the devotees of Ingsoc, but to make all other modes of thought impos sible. It was intended that when Newspeak had been adopted once and for all and Oldspeak forgotten, a heretical thought - that is, a thought diverging from the principles of Ingsoc - should be literally unthink able, at least as far as thought is dependent on words.

History in Mathematics Education

Author : John Fauvel
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This ground-breaking book investigates how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment, and curricula. It draws upon evidence from the experience of teachers as well as national curricula, textbooks, teacher education practices, and research perspectives across the world. It includes a 300-item annotated bibliography of recent work in the field in eight languages.

Explanation and Proof in Mathematics

Author : Gila Hanna
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In the four decades since Imre Lakatos declared mathematics a "quasi-empirical science," increasing attention has been paid to the process of proof and argumentation in the field -- a development paralleled by the rise of computer technology and the mounting interest in the logical underpinnings of mathematics. Explanantion and Proof in Mathematics assembles perspectives from mathematics education and from the philosophy and history of mathematics to strengthen mutual awareness and share recent findings and advances in their interrelated fields. With examples ranging from the geometrists of the 17th century and ancient Chinese algorithms to cognitive psychology and current educational practice, contributors explore the role of refutation in generating proofs, the varied links between experiment and deduction, the use of diagrammatic thinking in addition to pure logic, and the uses of proof in mathematics education (including a critique of "authoritative" versus "authoritarian" teaching styles). A sampling of the coverage: The conjoint origins of proof and theoretical physics in ancient Greece. Proof as bearers of mathematical knowledge. Bridging knowing and proving in mathematical reasoning. The role of mathematics in long-term cognitive development of reasoning. Proof as experiment in the work of Wittgenstein. Relationships between mathematical proof, problem-solving, and explanation. Explanation and Proof in Mathematics is certain to attract a wide range of readers, including mathematicians, mathematics education professionals, researchers, students, and philosophers and historians of mathematics.

Discussions on Philosophy and Literature Education and University Reform

Author : Sir William Hamilton
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Mathematics Education and Philosophy

Author : Paul Ernest
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Currently there is a great deal of interest in philosophical issues in the teaching and learning of both mathematics and science education. In this book Ernest has collected together papers from the foremost researchers and practitioners in the philosophy of mathematics education and related areas, together with a selection of papers from the International Congress of Mathematics Education held in Quebec in 1992. Throughout, the outstanding feature of the collection is its multidisciplinary approach to the field of study. This book is the second in Paul Ernest's "Studies in Mathematics Education" series.

Philosophical Dimensions in Mathematics Education

Author : Karen Francois
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This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.

Resources in Education

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Inclusive Mathematics Education

Author : David Kollosche
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The book provides an overview of state-of-the-art research from Brazil and Germany in the field of inclusive mathematics education. Originated from a research cooperation between two countries where inclusive education in mathematics has been a major challenge, this volume seeks to make recent research findings available to the international community of mathematics teachers and researchers. In the book, the authors cover a wide variety of special needs that learners of mathematics may have in inclusive settings. They present theoretical frameworks and methodological approaches for research and practice.

Library of Congress Subject Headings

Author : Library of Congress
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Connecting Humans to Equations

Author : Ole Ravn
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Connecting Humans to Equations: A Reinterpretation of the Philosophy of Mathematics presents some of the most important positions in the philosophy of mathematics, while adding new dimensions to this philosophy. Mathematics is an integral part of human and social life, meaning that a philosophy of mathematics must include several dimensions. This book describes these dimensions by the following four questions that structure the content of the book: Where is mathematics? How certain is mathematics? How social is mathematics? How good is mathematics? These four questions refer to the ontological, epistemological, social, and ethical dimension of a philosophy of mathematics. While the ontological and epistemological dimensions have been explored in all classic studies in the philosophy of mathematics, the exploration of the book is unique in its social and ethical dimensions. It argues that the foundation of mathematics is deeply connected to human and social actions and that mathematics includes not just descriptive but also performative features. This human-centered and accessible interpretation of mathematics is relevant for students in mathematics, mathematics education, and any technical discipline and for anybody working with mathematics.

Proceedings of the International Conference for the Psychology of Mathematics Education

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The Educational Times

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Catalogue of the Educational Division of the South Kensington Museum0

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International Handbook of Mathematics Education

Author : Alan Bishop
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ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.

Journal for Research in Mathematics Education

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Transforming Children s Mathematics Education

Author : Leslie P. Steffe
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Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education. This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.

A Study of Mathematical Education Including the Teaching of Arithmetic

Author : Benchara Branford
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