Journal of Philosophy of Education 46 (3):370-385 (2012)

Jean Paul Van Bendegem
Vrije Universiteit Brussel
Kathleen Coessens
Vesalius College (Vrije Universiteit Brussel)
It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological
Keywords Vygotsky  Cognitive sciences,  Critical Mathematics Education  Ethnomathematics  Mathematics Education  Mathematical Practice  Mirror neuron  Philosophy of Mathematics  Philosophy of Science  Piaget
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DOI 10.1111/j.1467-9752.2012.00867.x
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