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IS 'THE DISCIPLINE OF NOTICING' A NEW PARADIGM FOR RESEARCH IN MATHEMATICS EDUCATION?
DISCIPLINE MATHEMATICS EDUCATION
2008/4/8
For at least a decade John Mason has been elaborating what he terms 'The Discipline of Noticing' (in brief: 'DN') (Mason, 1994: 183). This is a perspective or stance with regard to research in mathema...
SKOVSMOSE, O. TOWARDS A PHILOSOPHY OF CRITICAL MATHEMATICS EDUCATION, DORDRECHT: KLUWER, 1994.
MATHEMATICS EDUCATION DORDRECHT
2008/4/8
This is a very important book for the international mathematics education community, and beyond, and deserves an in-depth critical review. This is what I attempt to offer below, albeit, inevitably, fr...
This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosoph...
THE SIGNIFICANCE OF HISTORY AND OF NON-ABSOLUTIST PHILOSOPHIES IN MATHEMATICS EDUCATION
THE SIGNIFICANCE OF HISTORY PHILOSOPHIES
2008/4/8
Absolutist philosophies of mathematics (typically logicism and formalism) or of science aim at presenting mathematics or science in an aprioristic frame. These philosophies do not take into account th...
TONY BROWN, MATHEMATICS EDUCATION AND LANGUAGE: INTERPRETING HERMENEUTICS AND POST-STRUCTURALISM
TONY BROWN MATHEMATICS EDUCATION LANGUAGE
2008/4/8
Theoretical discussions in mathematics education have for too long been inward looking. There has been much discussion of understanding, language, the construction of meaning, the classroom and the te...
A SEMIOTIC AND ANTHROPOLOGICAL APPROACH TO RESEARCH IN MATHEMATICS EDUCATION
SEMIOTIC ANTHROPOLOGICAL
2008/4/8
The posing and solution of research problems in Mathematics Education requires the integration and adaptation of theoretical contributions made by different sciences and technologies interested in hum...
PEIRCE'S SIGN AND MATHEMATICS EDUCATION: AN INTRODUCTION
PEIRCE'S SIGN MATHEMATICS EDUCATION
2008/4/8
My purposes in this brief presentation are to outline some of the principal features of the sign as conceived by Charles Sanders Peirce and to sketch the relationship between Peirce's sign and mathema...
INTRODUCTION: SEMIOTICS, MATHEMATICS AND MATHEMATICS EDUCATION
MATHEMATICS MATHEMATICS EDUCATION
2008/4/8
The contributions in this issue are of a number of types. The first few, including this one, are introductory writings about semiotics, mathematics and education intended to perform an orientating fun...
ENVISIONING SOCIAL JUSTICE IN TEACHER EDUCATION AND EQUALIZING OPPORTUNITY IN THE CLASSROOM
TEACHER EDUCATION EQUALIZING OPPORTUNITY
2008/4/8
The National Standards for Qualified Teacher Status were introduced by the Teacher Training Agency (TTA) as a national curriculum for teacher education in England and Wales in 1998. At this time the T...
It is a common belief that mathematics teaching has no political effects. However, the style of argument now used everywhere in mathematics was not developed originally only to do mathematics. Its ori...
THE NEED FOR DIVERSITY TO IMPROVE UNDERGRADUATE EDUCATION IN DEPARTMENTS OF MATHEMATICS: THE PROBLEM OF STATISTICS AND APPLICATIONS
STATISTICS APPLICATIONS
2008/4/8
Over the years, there has been much debate about the nature of statistics. Its primary impetus in this century was at the London School of Economics under the direction of Karl Pearson (Porter, 1986)....
WHAT IS SOCIAL CONSTRUCTIVISM IN the Psychology of Mathematics education?
Psychology Mathematics education
2008/4/8
Social constructivism is appearing in the work of some researchers in the psychology of mathematics education as an alternative perspective to radical constructivism. However there are widespread disp...
This work presents a synthesis of different views about the notion of representation in the fields of epistemology, cognitive sciences and mathematics education. These views are analysed and confronte...
The Question of Knowing Others:Doing Research in Mathematics Education
Research Mathematics Education
2008/4/8
Research, we all know, is a motor for making a difference. Given that understanding, it is no surprise that much of the strategic thinking about educational research has been prompted by the idea of t...
THREE PHILOSOPHICAL PERSPECTIVES ON LOGIC AND PSYCHOLOGY: IMPLICATIONS FOR MATHEMATICS EDUCATION
LOGIC PSYCHOLOGY
2008/4/8
Presuppositions regarding the proper relationship between logic and psychology are deeply embedded in any educational philosophy or theory regarding curriculum and instruction. Educational philosopher...