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Within the framework of the NEMED programme, we have placed our emphasis on Mathematics learning. The main reason is that we realized that students in multi-grade schools achieved significantly wors...
Mathematics Education and the Brazilian Landless Movement: Three Different Mathematics in the Context of the Struggle for Social Justice
Mathematics Social Justice
2008/4/7
This paper aims to discuss issues related to mathematics education and social justice in our Empire times taking as an empirical base for the discussion the work developed by the author in the last 16...
Creating Opportunities for Authoritative Knowing: Some Undergraduates' Experiences of Mathematics Assessment
Mathematics Assessment Authoritative Knowing
2008/4/7
This article considers assessment practices in the field of higher education mathematics courses. It argues that, in the potentially deleterious context of summative assessments, it is possible to re...
Cultural Beads and Mathematical A.I.D.S.: A Critical Narrative of Disadvantage, Social Context and School Mathematics in Post-Apartheid South Africa, with Reflections and Implications for Glocal Contexts
Glocal Contexts South Africa
2008/4/7
Drawn from my doctoral dissertation , this contribution serves as a critical exploration of the construction of disadvantage in school mathematics in social context. Applying a narrative-based methodo...
Defrosting and Re-Frosting the Ideology of Pure Mathematics: An Infusion of Eastern-Western Perspectives on Conceptualising a Socially Just Mathematics Education
Conceptualising Socially
2008/4/7
Adopting a method of writing as inquiry, the paper deconstructs the overriding image of mathematics as a body of pure knowledge, thereby constructing an integral perspective of a socially just mathema...
SOCIAL JUSTICE AND MATHEMATICS EDUCATION: ISSUES, DILEMMAS, EXCELLENCE AND EQUITY
ISSUES DILEMMAS EXCELLENCE
2008/4/7
This article explores reasons for educational research and practice in social justice from evolutionary, ideological and philosophical viewpoints. The tension between nihilistic and empathetic tendenc...
Whenever I meet a new person and we come to talk about my work people tend to be surprised. Mathematics and power? Mathematics and democracy? Those things do not go together! For many people it is ast...
VALUES AND THE SOCIAL RESPONSIBILITY OF MATHEMATICS
VALUES SOCIAL RESPONSIBILITY OF MATHEMATICS
2008/4/4
Mathematicians have a strong set of values that are constitutively central to mathematics. For example, Hardy (1941) argues that the most important mathematical theorems have both beauty and seriousne...
The author takes the position that mathematical education must redefine its goals so as to create a citizenry with sufficient knowledge to provide social backpressure on future mathematizations. This ...