Imagination and Educational Curriculum: A Literature Review

Abstract

This article reports a literature review focused on the areas of psychology and education that aimed to identify if academic research has been addressing the topic imagination as a psychological process of human development; and also if research articulates imagination and educational processes through the educational curriculum. For this review, 39 research papers published in the last five years were selected. The analysis of the articles revealed articulations between imagination and some specific areas of knowledge. However, in most articles, imagination was only peripherally addressed. In conclusion, we emphasize the need to deepen the discussion on imagination and education, which should be given due importance in curricular documents.

On the Role of Imagination in the Use of History in Mathematics Education

“…This point of view is similar to that in studies of history education (Hawkey, 2004) and science education (Hadzigeogiou et al, 2012), in which narratives have been identified as engines for learning. It thus seems legitimate to ask whether there is such a bridge between imagination and cognition (Nemirovsky & Ferrara, 2009;Paixão & Borges, 2018) within the HPM perspective as it can be identified in science learning (Hadzigeorgiou, 2014). Such a bridge could then be identified as one of the pedagogical drivers of the HPM approach.…”