Values and norms of proof for mathematicians and students

Dawkins, Paul Christian; Weber, Keith

doi:10.1007/s10649-016-9740-5

Cited by 57 publications

(33 citation statements)

References 52 publications

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“…So, it is important for teachers and their students to be aware of the values they hold and to develop an awareness of values and value preferences toward teaching and learning respectively (Chin 2006). Students' accepted values play important roles (positive or negative) in their adult lives and professional workplaces (see Bishop et al 2001;Dawkins and Weber 2016;Rhodes and Roux 2004).…”

Section: Values and Mathematicsmentioning

confidence: 99%

Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study

Dede

2019

Values and Valuing in Mathematics Education

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This study investigated students' views regarding the value of mathematics. It reports on a smaller part of findings from a wider comparative study concerning student values of mathematics and mathematics education that belonged to Turkish students in Turkey, Turkish immigrant students in Germany, and German students in Germany. Students were in Grade 9 (14-15 years old) and the data was gathered through semi-structured interviews, and analyzed using the constant comparative method. The results revealed four major value categories for Turkish (practice, relevance, rationalism, and fun values) and German (relevance, fun, rationalism, and consolidating values) students while there were three major value categories for the immigrant students (relevance, rationalism, and communication). Keywords Cross-cultural study • Turkish students • German students • Turkish immigrant students • Grade 9 students • Values • Mathematical values

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Section: Values and Mathematicsmentioning

confidence: 99%

Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study

Dede

2019

Values and Valuing in Mathematics Education

View full text Add to dashboard Cite

show abstract

“…So, it is important for teachers and their students to be aware of the values they hold and to develop an awareness of values and value preferences toward teaching and learning respectively (Chin 2006). Students' accepted values play important roles (positive or negative) in their adult lives and professional workplaces (see Dawkins and Weber 2016;Rhodes and Roux 2004).…”

Section: Values and Mathematicsmentioning

confidence: 99%

Values and Valuing in Mathematics Education

2019

ICME-13 Monographs

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“…Mathematical practices are governed by norms and values. Dawkins and Weber (2017) focus on mathematical proving practices and individuate a list of principles which, as they convincingly argue, reflects some of the values of mathematical proving practices and the norms in place to uphold these values. According to their apprenticeship model of mathematics education, classroom mathematics should reflect professional mathematical practices, i.e.…”

Section: Introductionmentioning

confidence: 99%

“…In Sect. 3 we present Dawkins and Weber's (2017) apprenticeship model in more detail. We agree with the sentiment the model expresses but see the need to refine it to account for the ethical challenges it faces.…”

Section: Introductionmentioning

confidence: 99%

Epistemic injustice in mathematics education

Tanswell

Rittberg

2020

ZDM Mathematics Education

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Equity and ethics in the learning of mathematics is a major topic for mathematics education research. The study of ethics and injustice in relation to epistemic pursuits, such as mathematics, is receiving a great deal of interest within contemporary philosophy. We propose a bridging project between these two disciplines, importing key ideas of "epistemic injustice" and "ethical orders" from philosophy into mathematics education to address questions of ethics, equity, values and norms. We build on Dawkins and Weber's (Educ Stud Math 95:123-142, 2017) "apprenticeship model" of learning proofs and proving, which says that mathematics education should reflect the practices of research mathematicians. Focusing on the norms and values implicit in mathematical proving, we argue that deploying this model unreflectively can lead to "epistemic injustices" in which learners are disadvantaged based on their cultural or class background. We propose thinking about the problem in terms of Max Weber's "ethical orders", and the clash that arises between the ethical orders of mathematics and the existing ethical orders of the learners and teachers of mathematics. Weber's lesson is that sometimes these clashes have no overarching resolution, and so the mathematics classroom may also have to settle for tailored pragmatic measures to combat individual cases of epistemic injustice.

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Values and norms of proof for mathematicians and students

Cited by 57 publications

References 52 publications

Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study

Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study

Values and Valuing in Mathematics Education

Epistemic injustice in mathematics education

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