LEADER 04248oam 2200733Mn 450 001 9910455772003321 005 20200324081404.0 010 $a1-135-38754-0 010 $a1-280-40649-6 010 $a9786610406494 010 $a0-203-49701-5 010 $a0-203-22423-X 024 3 $a9781138145061 035 $a(CKB)111056486995828 035 $a(EBL)167302 035 $a(OCoLC)567895021 035 $a(SSID)ssj0000080227 035 $a(PQKBManifestationID)11107458 035 $a(PQKBTitleCode)TC0000080227 035 $a(PQKBWorkID)10095340 035 $a(PQKB)11498380 035 $a(MiAaPQ)EBC167302 035 $a(OCoLC)1066650439 035 $a(OCoLC-P)1066650439 035 $a(FlBoTFG)9780203497012 035 $a(EXLCZ)99111056486995828 100 $a20160804j20160722 ky 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Philosophy of Mathematics Education 210 $aNew York $cRoutledge$dJuly 2016$aFlorence $cTaylor & Francis Group [distributor] 215 $a1 online resource (344 p.) 300 $aDescription based upon print version of record. 311 $a1-138-14506-8 311 $a1-85000-667-9 327 $aBook 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 Educators 327 $aCritical Review of Cockcroft and the National CurriculumHierarchy in Mathematics, Learning, Ability and Society; Mathematics, Values and Equal Opportunities; Investigation, Problem Solving and Pedagogy; References; Index 330 8 $aAnnotation$bAlthough 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. 606 $aMathematics 606 $aMathematics - Study and teaching - Philosophy 606 $aPhilosophy 606 $aMathematics$xStudy and teaching$xPhilosophy 606 $aMathematics$2HILCC 606 $aPhysical Sciences & Mathematics$2HILCC 606 $aMathematics Teaching & Research$2HILCC 608 $aElectronic books. 615 4$aMathematics. 615 4$aMathematics - Study and teaching - Philosophy. 615 4$aPhilosophy. 615 0$aMathematics$xStudy and teaching$xPhilosophy 615 7$aMathematics 615 7$aPhysical Sciences & Mathematics 615 7$aMathematics Teaching & Research 676 $a510.71 700 $aErnest$b Paul$0862624 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910455772003321 996 $aThe Philosophy of Mathematics Education$91925572 997 $aUNINA