Text
E-book The Philosophy of Mathematics Education
This ICME-13 Topical Survey is designed to provide an overview of contemporaryresearch in the philosophy of mathematics education. This is a broad cluster ofoverlapping but at times disparate themes. In thefirst instance, this publicationexposes some of the problems and questions in mathematics education that thephilosophy of mathematics education clarifies, illuminates and sometimes helps tosolve. A metaphor for what is offered is a three tier pyramid. At the apex is thispublication, presenting an abbreviated‘problematique’of the subfield, that is, thecluster of problems and issues at the heart of the area. At the next level, is thebreadth of problems, issues and research results that will be shared when the groupof authors of this publication meet with the‘public’at the ICME 13 conference inHamburg, July 2016. Finally, at the base level is the full spread of research and itsresults, books, journals, papers, conference presentations and other activities thatmake up the subfield, the philosophy of mathematics education, which is beyondthe scope of this publication and conference. This publication thus briefly sketchessome of the topics, problems and areas of active research (the apex) and throughthis point to some of what will be offered at the conference (the middle level). Indoing so it serves as an introduction to the extent of the sub-field overall, throughreferences to current publications and classic literature (the base of the pyramid).Why the philosophy of mathematics education? What does it offer? The phi-losophy of any activity comprises its aims or rationale. Given our shared com-mitment to the teaching and learning of mathematics it is vital ask: What is thepurpose of teaching and learning mathematics? What do we value in mathematicsand its teaching and learning? Why do we engage in these practices and what do we hope will be achieved? The sub-field can also help us uncover whatever implicitassumptions and priorities underlie mathematics education. These can includingparadigmatic assumptions of which we may be unaware, but that can be identifiedthrough, let us say, a philosophical archaeology.
Tidak tersedia versi lain