This book brings together diverse recent developments exploring 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 to become a philosophy in mathematics education. In doing so,…mehr
This book brings together diverse recent developments exploring 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 to become a philosophy in mathematics education. In doing so, many chapters provide ideas for actual practice and some practical examples directly usable in teacher training and in mathematics classrooms.
Artikelnr. des Verlages: 11745440, 978-0-387-71571-1
Seitenzahl: 242
Erscheinungstermin: 21. Juni 2007
Englisch
Abmessung: 242mm x 165mm x 25mm
Gewicht: 518g
ISBN-13: 9780387715711
ISBN-10: 0387715711
Artikelnr.: 22753934
Autorenporträt
Karen Francois, Vrije Universiteit Brussels, Belgium / Jean Paul Van Bendegem, Vrije Universiteit Brussels, Belgium
Inhaltsangabe
The untouchable and frightening status of mathematics: Didactics, hidden values and the role of ethnomathematics in mathematics education.- Philosophical Reflections in Mathematics Classrooms. Chances and Reasons.- How to integrate philosophy of mathematics in teacher training courses. The relevant problems encountered in the Greek case as an example.- Learning concepts through the history of mathematics: The case of symbolic algebra.- Meaning and understanding of mathematics. The case of probability.- The formalist mathematical tradition as an obstacle to stochastical reasoning.- On Logic and Intuition in Mathematics and Mathematical Education.- A Place for Education in Contemporary Philosophy of Mathematics: The Case of Quasi-Empirism.- Ethnomathematics in practice.- Postlude.- Notes on Contributors.- Index of Names.- Index of Subjects.
The untouchable and frightening status of mathematics: Didactics, hidden values and the role of ethnomathematics in mathematics education.- Philosophical Reflections in Mathematics Classrooms. Chances and Reasons.- How to integrate philosophy of mathematics in teacher training courses. The relevant problems encountered in the Greek case as an example.- Learning concepts through the history of mathematics: The case of symbolic algebra.- Meaning and understanding of mathematics. The case of probability.- The formalist mathematical tradition as an obstacle to stochastical reasoning.- On Logic and Intuition in Mathematics and Mathematical Education.- A Place for Education in Contemporary Philosophy of Mathematics: The Case of Quasi-Empirism.- Ethnomathematics in practice.- Postlude.- Notes on Contributors.- Index of Names.- Index of Subjects.
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