Philosophy of mathematics in the mathematics curriculum: Beyond a pure technical approach

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Samenvatting

In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegemonic epistemic status of mathematics in those processes? Does mathematics define the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice? Does or can mathematics and its presumed value-neutrality serve to limit, constrain, suppress, and even preclude other, perhaps more valuable forms of knowledge? Alternatively, can philosophical dialogue about mathematics serve to clarify, unmask, reframe and recreate our understanding of mathematics and its symbolic power in the human and material world, and act as an emancipatory form of knowledge in culture and society? What would such dialogues look like in the mathematics classroom?
Originele taal-2English
TitelDialogical Inquiry in Mathematics Teaching and Learning: A Philosophical Approach
RedacteurenNadia Stoyanova Kennedy, Eva Marsal
UitgeverijLIT Verlag
Pagina's27-40
Aantal pagina's14
Volume29
ISBN van geprinte versie978-3-643-91514-6
StatusPublished - 2022

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