The Philosophy of Mathematics Education

Ernest, Paul; Skovsmose, Ole; Bendegem, Jean Paul Van; Bicudo, María Aparecida Viggiani; Miarka, Roger; Kvasz, Ladislav; Moeller, Regina

doi:10.1007/978-3-319-40569-8

Cited by 71 publications

(106 citation statements)

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“…These teachers' beliefs can be organised into a belief system (Ernest, 1991), which contains a set of mutually supporting beliefs. In this study, we investigate the individual beliefs, rather than belief systems.…”

Section: Research Aim and Questionsmentioning

confidence: 99%

“…Beliefs play a critical role in organising knowledge and information and have a major impact on behaviour (Ernest, 1991;Pajares, 1992). As stated earlier, beliefs can be organised into a belief system.…”

Section: Teachers' Naïve Beliefs and Classroom Practicementioning

confidence: 99%

“…Indeed, beliefs have a major impact on teacher behaviour (Ernest, 1991). For instance, when physics teachers naïvely (Schoenfeld, 1985) believe that practising a lot in mathematics class leads to better transfer in physics.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Turşucu

Spandaw

Flipse

et al. 2017

International Journal of Science Education

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Section: Research Aim and Questionsmentioning

confidence: 99%

Section: Teachers' Naïve Beliefs and Classroom Practicementioning

confidence: 99%

See 1 more Smart Citation

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Turşucu

Spandaw

Flipse

et al. 2017

International Journal of Science Education

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“…The discussions about what should constitute mathematics in compulsory school may be understood in the light of the considerable efforts and use of resources to develop education for all citizens in Western societies (Ernest 1991;Skovsmose 1994). The relationship between pure and applied mathematics has been part of these discussions, even if it has been argued that the distinction between pure and applied mathematics may not be very well founded from a historical point of view.…”

Section: Pure and Applied Mathematicsmentioning

confidence: 99%

The Role of Algebra in School Mathematics

Grønmo

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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Algebra can be viewed as a language of mathematics; playing a major role for students' opportunities to pursue many different types of education in a modern society. It may therefore seem obvious that algebra should play a major role in school mathematics. However, analyses based on data from several international large-scale studies have shown that there are great differences between countries when it comes to algebra; in some countries algebra plays a major role, while this is not the case in other countries. These differences have been shown consistent over time and at different levels in school. This paper points out and discusses how these differences may interfere with individual students' rights and opportunities to pursue the education they want, and how this may interfere with the societies' need to recruit people to a number of professions.

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“…In contrast to the traditional view of mathematics as abstract and devoid of humna presence, reforms to mathematics curricula and pedagogical approches have espoused an aim to develope active mathematical problem solvers (e.g.,; CCSSM, 2010;Ernest, 1991;NCTM, 2000). One of the emphasized practices with that endeavor has been the use of situaltional contexts in mathematical problems, as it is an example of a commonly accepted aspect of school mathematics textbooks these days.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Contexts Used in Textbook Problems - A Case of Precalculus -

Noh¹

2016

Communications of Mathematical Education

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In order to determine the message that is communicated to students about people who use math, this study analyzes contexts, human presence in particular, used in problems presented in a U. S. high school mathematics textbook. A framework was developed to analyze the human presence and was used to determine both the degree to which humans are present in the curriculum as well as characteristics of the present humans. One outcome of this study is the framework itself which can be used to analyze the human presence in any mathematics curriculum. Other outcomes include the determination that the particular mathematics textbook under study contains an overwhelming lack of humans, a surprising lack of named humans, and a disappointing presence of humans in math-related careers. These findings raise concerning questions about the message that is communicated to students about the usefulness of school mathematics and missing a valuable opportunity to inspire students to pursue degrees in mathematics. Additionally, it is hoped that these findings would inform the work of the Korean mathematics education communities on the textbook development.

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The Philosophy of Mathematics Education

Cited by 71 publications

References 0 publications

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

The Role of Algebra in School Mathematics

Analyzing Contexts Used in Textbook Problems - A Case of Precalculus -

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