Dewey, democracy, and mathematics education: Reconceptualizing the last bastion of curricular certainty

Education and Culture 24 (2):pp. 25-40 (2008)
Abstract
In this article we contend that attempts to foster democratic education in the United States' public schools rarely include mathematics class in meaningful ways. We begin with Dewey's conception of democracy and then argue that current ways of thinking about mathematics do not provide adequate foundations for democratic mathematics education. Our reconceptualization of mathematics draws on Dewey's uniquely humanistic philosophy of mathematics. We conclude with some implications of democratic mathematics education for school and society. Thus, this project seeks to blur the theory-practice dualism, developing a theoretical argument which draws sustenance from and seeks to contribute back to educational practice.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
Options
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index Translate to english
 
Download options
PhilPapers Archive


Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 9,360
External links
  • Through your library Configure
    References found in this work BETA

    No references found.

    Citations of this work BETA

    No citations found.

    Similar books and articles
    Analytics

    Monthly downloads

    Added to index

    2009-05-09

    Total downloads

    23 ( #63,390 of 1,089,047 )

    Recent downloads (6 months)

    1 ( #69,722 of 1,089,047 )

    How can I increase my downloads?

    My notes
    Sign in to use this feature


    Discussion
    Start a new thread
    Order:
    There  are no threads in this forum
    Nothing in this forum yet.