Mathematics Education as a Research Domain: A Search for Identity

An ICMI Study Book 1

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods, Science & Nature, Mathematics
Cover of the book Mathematics Education as a Research Domain: A Search for Identity by Anna Sierpinska, Jeremy Kilpatrick, Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Anna Sierpinska, Jeremy Kilpatrick ISBN: 9789401151948
Publisher: Springer Netherlands Publication: March 14, 2013
Imprint: Springer Language: English
Author: Anna Sierpinska, Jeremy Kilpatrick
ISBN: 9789401151948
Publisher: Springer Netherlands
Publication: March 14, 2013
Imprint: Springer
Language: English

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci­ plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela­ tions between the teacher and the taught, and other general problems in the inter­ face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci­ plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela­ tions between the teacher and the taught, and other general problems in the inter­ face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.

More books from Springer Netherlands

Cover of the book The Ethics and Economics of Agrifood Competition by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book PAMP Signals in Plant Innate Immunity by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book New Frontiers of Molecular Epidemiology of Infectious Diseases by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Quantitative Coronary and Left Ventricular Cineangiography by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Mixing of Solids by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Small-Scale Steelmaking by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Philosophical Reflections on Disability by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Economics of Food Safety by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Husserl and Analytic Philosophy by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book The Flower of Paradise by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Radiation Damage in Biomolecular Systems by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Anticipating and Assessing Health Care Technology by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Intersecting Interregionalism by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Achieving Quality Education for All by Anna Sierpinska, Jeremy Kilpatrick
Cover of the book Grounding Global Climate Change by Anna Sierpinska, Jeremy Kilpatrick
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy