By Karen Francois, Jean Paul Van Bendegem
This publication brings jointly diversified fresh advancements exploring the philosophy of arithmetic in schooling. the original mixture of ethnomathematics, philosophy, historical past, schooling, records and arithmetic deals numerous assorted views from which current barriers in arithmetic schooling might be prolonged. the 10 chapters during this booklet supply a stability among philosophy of and philosophy in arithmetic schooling. awareness is paid to the implementation of a philosophy of arithmetic in the arithmetic curriculum.
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Additional resources for Philosophical Dimensions in Mathematics Education (Mathematics Education Library)
34 Issue 2, 131-157. THE CURRICULA The extended list of the references of the curricula (about six pages), developed by the community and the own-developed curricula by the differing school systems are available but not included here. Interested readers are welcome to contact the author. be. INTERLUDE 2 The preceding contribution is a rather general analysis of what we could call a paragon of a mathematics curriculum, if we were to use the international comparative reports as reference here. Attention was paid to the absence of an explicit philosophy of mathematics and to the technical-mathematically high-level content of the curriculum.
Licap 1997, 14, my translation). Looking at the level of the attainment targets, we discovered the following three additional philosophical issues: Grade II (Public School): General, Technical and Art Education Mathematics can contribute to expressive-creative education, specifically to architecture and the art of painting and sculpture. Grade II (Catholic School): General, Technical and Art Education The education of mathematics is bound with other disciplines and courses. Moreover, even mathematics has been developed in a historical context with its specific ideas and problems during the past centuries.
Mathematics is not seen as an absolute corpus of wellfounded knowledge anymore, but as “a human activity, a social phenomenon, part of human culture, historically evolved, and intelligible only in a social context” (Hersh 1997, 11). Not completely independent of these developments in philosophy, classrooms practices have also changed since 1977. For this contribution, the most important changes can be seen in the new orientation towards realistic mathematics education (de Lange 1996) and the development of innovative classroom practices (where argumentation and communication play a greater role, as well as learning by discovery—see, for example, NCTM-Standards 2000).
Philosophical Dimensions in Mathematics Education (Mathematics Education Library) by Karen Francois, Jean Paul Van Bendegem