Exploring What is Possible in a Classroom with Mathematics and Children
Chapter 3. Reconceptualized Mathematics
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Mathematics teaching is … not amoral, as it claims, but indisputably immoral. In allowing itself to forget that its subject matter is a humanity, it has become an inhumanity. It is thus that we have created a system that values compliance over creativity, that spawns destructive behavior by destroying our experience, and that conditions learners to reach for the formulae ahead of the imaginative. (Davis, 1996, p. 281)
The language in the above quotation by Brent Davis, past Canada Research Chair in Mathematics Education, seems, at first, strong. The subject matter of mathematics is actually a humanity, and now it has become an inhumanity. How has it come to pass? This chapter takes up the current nature of mathematics, that is, the way mathematics has come to be viewed in the world by both insiders and outsiders. I will begin by exploring the more commonly held public view of the nature of mathematics and the difficulties that it poses for mathematics educators and classroom teachers. I will then draw on the work of the reconceptualists in mathematics education to offer a different view—a more pedagogic view of the character of mathematics. ← 19 | 20 →
A Public View of Mathematics
There are many entry points for exploring the public view of mathematics. The traditional notion of mathematics as a body of knowledge that is objective, absolute, certain, and incorrigible rests on the foundations of deductive logic...
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