Clashing Epistemologies of Mathematics Education
Can we see the ‘wood’ for the ‘trees
Bibliographic Data
| ID | 12285461 |
|---|---|
| Authors | Leone Burton (a University of Birmingham , United Kingdom, corresponding author) |
| Year | 1994 |
| Volume | 2 |
| Issue | 2 |
| Pages | 203-219 |
| Publication date | 1994-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0965-9757 • E-ISSN: 1747-5104 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0965975940020204 |
| OpenAlex | W2013421185 |
| Language | EN |
| Citations received | 4 |
| References cited | 6 |
A comparison between the teaching of English and mathematics is used to draw out substantial differences between conception of the disciplines, and the consequent construction of curricula. Focusing upon mathematics, conflict is evident between those adopting an absolutist mathematical epistemology and the relativists. The existence of this conflict is offered as one explanation for widespread difficulties in learning mathematics. Practical suggestions are made so that each sector of education from primary to further and higher might build on strengths and expose inconsistencies, once agreement has been reached on the nature of mathematics, its learning and teaching
Connected Mathematics · Curriculum · Epistemology · Mathematics education · Pedagogy · Philosophy of mathematics education · Sociology · Educational Assessment and Pedagogy · Mathematics · Mathematics Education and Teaching Techniques · Philosophy · Science Education and Pedagogy
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,16 |
| Citation span | 2001 - 2020 (20) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |