04248oam 2200733Mn 450 991045577200332120200324081404.01-135-38754-01-280-40649-697866104064940-203-49701-50-203-22423-X9781138145061(CKB)111056486995828(EBL)167302(OCoLC)567895021(SSID)ssj0000080227(PQKBManifestationID)11107458(PQKBTitleCode)TC0000080227(PQKBWorkID)10095340(PQKB)11498380(MiAaPQ)EBC167302(OCoLC)1066650439(OCoLC-P)1066650439(FlBoTFG)9780203497012(EXLCZ)9911105648699582820160804j20160722 ky 0engur|n|||||||||txtccrThe Philosophy of Mathematics EducationNew York RoutledgeJuly 2016Florence Taylor & Francis Group [distributor]1 online resource (344 p.)Description based upon print version of record.1-138-14506-8 1-85000-667-9 Book Cover; Title; Contents; List of Tables and Figures; Acknowledgments; Introduction; The Philosophy of Mathematics; A Critique of Absolutist Philosophies of Mathematics; The Philosophy of Mathematics Reconceptualized; Social Constructivism as a Philosophy of Mathematics; Social Constructivism and Subjective Knowledge; The Parallels of Social Constructivism; The Philosophy of Mathematics Education; Aims and Ideologies of Mathematics Education; Groups with Utilitarian Ideologies; Groups with Purist Ideologies; The Social Change Ideology of the Public EducatorsCritical Review of Cockcroft and the National CurriculumHierarchy in Mathematics, Learning, Ability and Society; Mathematics, Values and Equal Opportunities; Investigation, Problem Solving and Pedagogy; References; IndexAnnotationAlthough many agree that all teaching rests on a theory of knowledge, there has been no in-depth exploration of the implications of the philosophy of mathematics for education. This is Paul Ernest's aim. Building on the work of Lakatos and Wittgenstein it challenges the prevalent notion that mathematical knowledge is certain, absolute and neutral, and offers instead an account of mathematics as a social construction. This has profound educational implications for social issues, including gender, race and multiculturalism; for pedagogy, including investigations and problem solving; and challenges hierarchical views of mathematics, learning and ability. Beyond this, the book offers a well-grounded model of five educational ideologies, each with its own epistemology, values, aims and social group of adherents. An analysis of the impact of these groups on the National Curriculum results in a powerful critique, revealing the questionable assumptions, values and interests upon which it rests. The book finishes on an optimistic note, arguing that pedagogy, left unspecified by the National Curriculum, is the way to achieve the radical aims of educating confident problem posers and solvers who are able to critically evaluate the social uses of mathematics.MathematicsMathematics - Study and teaching - PhilosophyPhilosophyMathematicsStudy and teachingPhilosophyMathematicsHILCCPhysical Sciences & MathematicsHILCCMathematics Teaching & ResearchHILCCElectronic books.Mathematics.Mathematics - Study and teaching - Philosophy.Philosophy.MathematicsStudy and teachingPhilosophyMathematicsPhysical Sciences & MathematicsMathematics Teaching & Research510.71Ernest Paul862624OCoLC-POCoLC-PBOOK9910455772003321The Philosophy of Mathematics Education1925572UNINA