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  • 1
    Electronic Resource
    Electronic Resource
    Mathematical education versus critical education (1985)
    Springer
    Educational studies in mathematics 16 (1985), S. 337-354 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract This paper concentrates upon the relationship between mathematical education (ME) and critical education (CE) connected with the Frankfurt School and Critical Theory. To make the discussion as precise as possible a distinction is made between three alternatives in ME: Structuralism, pragmatism, and process-orientation. These alternatives are related to the key terms of CE in order to show the extent to which ME and CE contradict each other. The conclusion is that there does not exist any integration — nor even any close relationship-between ME and CE. Finally, this result is discussed in the light of the following two theses: (A) It is necessary to increase the interaction between ME and CE, if ME is not to degenerate into one of the most important ways of socializing students into the technological society and at the same time destroying the possibilities for developing a critical attitude towards precisely this technological society. (B) It is important for CE to interact with subjects from the technical sciences, and among these ME, if CE is not to be taken over by the technological development and fade away into an unimportant and uncritical educational theory.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00417191
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Project work in university mathematics education (1995)
    Springer
    Educational studies in mathematics 29 (1995), S. 199-223 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract This article discusses project work in university mathematics education. The practice perspective is obtained as students and teachers from Aalborg University share their experiences. A theoretical framework is introduced. It includes the following key-terms: Problem-centered studies, interdisciplinarity, participant-directed studies, and the exemplarity principle. The contrasting of this theoretical conception of project work with the practice shows that the original notion of project work has been modified as a consequence of its encounter with practice. The modification can be perceived as both a success and a failure. To discuss this, different perspectives on project work in mathematics are suggested.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01274213
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  • 3
    Electronic Resource
    Electronic Resource
    Book review (1987)
    Springer
    Educational studies in mathematics 18 (1987), S. 97-105 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00367917
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  • 4
    Electronic Resource
    Electronic Resource
    The End of Innocence: A Critique of 'Ethnomathematics' (1997)
    Springer
    Educational studies in mathematics 34 (1997), S. 131-157 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract Ethnomathematics originated in the former colonies, in response to the Eurocentrism of the history of mathematics, mathematics itself and mathematics education. It has also found expression in several other contexts. It is a part of the broader framework that elaborates the social and political dimensions of mathematics and mathematics education but especially, the dimension of culture. This focus on culture examined in the unique context of South Africa makes visible both conceptual difficulties in its formulation and also difficulties with respect to its interpretation into educational practice. This paper explores a critique of ethnomathematics using the South African situation and conceptual tools of a critical mathematrics education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1002971922833
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  • 5
    Electronic Resource
    Electronic Resource
    Mathematics as part of technology (1988)
    Springer
    Educational studies in mathematics 19 (1988), S. 23-41 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract Competence in dealing with fundamental problems connected with mathematical model building requires three different forms of knowledge. Mathematical knowledge itself, technological knowledge about how to develop a model, and reflective knowledge relevant for evaluation of the model building process. We find that reflective knowledge cannot be reduced to technological knowledge, so that it is important for mathematical education that is to be consistent with a critical pedagogy to provide opportunities for development of that type of knowledge. A general conceptual framework for identification of reflective knowledge is presented via a structural (synchronic) and a developmental (diachronic) perspective of a mathematical model. The synchronic perspective includes relationships between the model, its object in reality, a complex of theories, a complex of interests, and a conceptual framework or system mediating the connection between model and object. The diachronic perspective includes the components: problem identification, structure of argumentation, basis for critique, and space of possible actions, all of them sensitive to the application of mathematics. In that sense mathematics is not a neutral tool in a technological investigation, a fact which mathematical education has to reflect.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00428383
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  • 6
    Electronic Resource
    Electronic Resource
    Mathematical education and democracy (1990)
    Springer
    Educational studies in mathematics 21 (1990), S. 109-128 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract Is it possible to develop the content and form of mathematical education in such a way that it may serve as a tool of democratization in both school and society? This question is related to two different arguments. The social argument of democratization states: (1) Mathematics has an extensive range of applications, (2) because of its applications mathematics has a “society-shaping” function, and (3) in order to carry out democratic obligations and rights it is necessary to be able to identify the main principles of the development of society. The pedagogical argument of democratization states: (1) Mathematical education has a “hidden curriculum”, (2) the “hidden curriculum” of mathematical education in a traditional form implants a servile attitude towards technological questions into a large number of students, and (3) we cannot expect any development of democratic competence in school unless the teaching-learning situation is based on a dialogue and unless the curriculum is not totally determined from outside the classroom. The social argument implies that we must aim at “empowering material” which could constitute a basis for reflective knowledge i.e. knowledge about how to evaluate and criticize a mathematical model, while the pedagogical argument implies that we must aim at “open material” leaving space for decisions to be taken in the classroom. Will it become possible to create materials at the same time open and empowering? To answer this question we have to analyse the concept ‘democratic competence’, which can be related to ‘reflective knowledge’ characterized by a specific object of knowledge and a specific way of knowledge production. The ultimate aim will be to unify these characteristics in an epistemological theory of mathematical education. This paper is a revised version of \ldDemocratization and Mathematical Education\rd, R. 88-33 Department of Mathematics and Computer Science, Aalborg University Centre.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00304897
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  • 7
    Electronic Resource
    Electronic Resource
    Towards a critical mathematics education (1994)
    Springer
    Educational studies in mathematics 27 (1994), S. 35-57 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract To illustrate aspects of critical mathematics education a project involving 14–15 years old students is described. Mathematics education can be organized so as to develop different types of knowing: mathematical knowing, which can be associated with skills developed in traditional teaching; technological knowing, which can be associated with a competence in mathematical model building; and reflective knowing, which can be seen as a competence in evaluating applications of mathematics. The thesis discussed says that if mathemacy should be developed as a competence of importance in a critical education, it must integrate mathematical, technological as well as reflective knowing. Via the description of the project, a possible educational meaning is given to this thesis. Especially, it is discussed what it could mean to involve students in reflections about mathematics as a tool for technological design.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01284527
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  • 8
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    The Philosophy of Mathematics Education (2021)
    Springer Nature
    Details
    Publication Date: 2024-04-07
    Description: Mathematics Education, Philosophy of Education, Educational Philosophy
    Keywords: Mathematics Education ; Philosophy of Education ; Educational Philosophy ; thema EDItEUR::P Mathematics and Science
    Language: English
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