A01=Paul Ernest
Absolutist View
Author_Paul Ernest
British National Curriculum
Category=JNU
curriculum
educators
Elementary School Tradition
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Formal Mathematical Theories
industrial
Industrial Trainers
Informal Mathematical
knowledge
mathematical
Mathematical Ability
Mathematical Knowledge
mathematical philosophy
Mathematical Truths
Mathematics Curriculum
Mathematics Education
Mathematics Working Group
Objective Knowledge
Perry Theory
pragmatists
progressive
public
Public Educator
Public Educator Aims
Public Educator Perspective
School Mathematical Knowledge
Secretaries Of State
social constructivism
Social Constructivist Account
Social Constructivist Philosophies
Social Constructivist Thesis
Social Reproduction
Subjective Knowledge
technological
Technological Pragmatists
trainers
Product details
- ISBN 9781850006671
- Weight: 640g
- Dimensions: 156 x 234mm
- Publication Date: 07 Jan 1991
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Although many agree that all teaching rests on a theory of knowledge, there has been no in-depth exploration of the implications of the philosophy of mathematics for education. This is Paul Ernest's aim. Building on the work of Lakatos and Wittgenstein it challenges the prevalent notion that mathematical knowledge is certain, absolute and neutral, and offers instead an account of mathematics as a social construction. This has profound educational implications for social issues, including gender, race and multiculturalism; for pedagogy, including investigations and problem solving; and challenges hierarchical views of mathematics, learning and ability. Beyond this, the book offers a well-grounded model of five educational ideologies, each with its own epistemology, values, aims and social group of adherents. An analysis of the impact of these groups on the National Curriculum results in a powerful critique, revealing the questionable assumptions, values and interests upon which it rests. The book finishes on an optimistic note, arguing that pedagogy, left unspecified by the National Curriculum, is the way to achieve the radical aims of educating confident problem posers and solvers who are able to critically evaluate the social uses of mathematics.
Paul Ernest
