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200 14$aThe Philosophy of Mathematics Education
210   $aNew York $cRoutledge$dJuly 2016$aFlorence $cTaylor & Francis Group [distributor]
215   $a1 online resource (344 pages)
300   $a"Studies in mathematics education."
311   $a1-85000-666-0 
320   $aIncludes bibliographical references (p. 297-317) and index.
327   $aPart 1 Overview: the philosophy of mathematics education. -- Part 2 The philosophy of mathematics: absolutist philosophies of mathematics - a critique; the nature of the philosophy of mathematics, fallibilism; social constructivism as a philosophy of mathematics, objective knowledge; social constructivism and subjective knowledge of mathematics; the parallels of social constructivism. -- Part 3 Mathematics teaching philosophies: aims and ideologies in mathematics education; utilitarian ideologies of mathematics education; purist ideologies of mathematics education; social change ideology in mathematics education; the aims of curriculum reforms in mathematics - the case of the National Curriculum; hierarchy in mathematics, learning and society; social diversity - gender, race, culture and mathematics education; problem solving and investigation - pedagogy and the possibility of change.
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.
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606   $aMathematics$xPhilosophy
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996   $aThe Philosophy of Mathematics Education$91925572
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