Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum
Analytic Teaching and Philosophical Praxis 34 (1):46-57 (2013)
| Abstract |
Philosophical inquiry in the teaching and learning of mathematics has received continued, albeit limited, attention over many years. The rich contributions these communities can offer school mathematics, however, have not received the deserved recognition, especially from the mathematics education community. This is a perplexing situation given the close relationship between the two disciplines and their shared values for empowering students to solve a range of challenging problems, often unanticipated, and often requiring broadened reasoning.
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References found in this work BETA
Lipman, Dewey, and Philosophical Inquiry in the Mathematics Classroom.Nadia Stoyanova Kennedy - 2012 - Education and Culture 28 (2):81-94.
Community of Inquiry as a Complex Communicative System1.Nadia Stoyanova Kennedy - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):13-18.
Philosophy of Mathematics in the Classroom.Maria Teresa de la Garza, Christina Slade & Marie-France Daniel - 2000 - Analytic Teaching and Philosophical Praxis 20 (2):88-104.
Evolution of Pupil’s Attitudes to Mathematics When Using a Philosophical Approach.Louise Lafortune, Marie-France Daniel, Richard Pallascio & Michael Schleifer - 2000 - Analytic Teaching and Philosophical Praxis 20 (1):46-63.
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Citations of this work BETA
Practising Philosophy of Mathematics with Children.Elisa Bezencon - 2020 - Philosophy of Mathematics Education Journal 36.
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