PAUL ERNEST'S SOCIAL CONSTRUCTIVIST PHILOSOPHY OF MATHEMATICS EDUCATION.
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| Title: | PAUL ERNEST'S SOCIAL CONSTRUCTIVIST PHILOSOPHY OF MATHEMATICS EDUCATION. |
|---|---|
| Authors: | Wilding-Martin, Erin Cecilia1 EMartin@parkland.edu |
| Source: | Philosophy of Mathematics Education Journal. Dec2019, Issue 35, piii-211. 214p. |
| Subject Terms: | *Philosophy of education, *Mathematics education, *Social learning, Philosophy of mathematics, Other (Philosophy) |
| Abstract: | This dissertation analyzes the theoretical underpinnings and implications of Paul Ernest's social constructivist philosophy of mathematics education. Ernest sees learning as the social construction of knowledge through conversation. Therefore, he believes that mathematics education should foster knowledge construction through active engagement and student interaction. In addition, he claims that mathematics education should contribute to the development of democratic citizens who are able to critically evaluate political and social claims that are based on mathematical arguments. Ernest also makes recommendations for curricula and pedagogy, calling for a differentiated mathematics curriculum at the secondary level. While future mathematicians need to be prepared for advanced study in mathematics, he believes that mathematics education for other students should provide inquiry-based activities that encourage critical thinking, empower learners, and encourage students to be aware of and involved in social issues. This dual approach to mathematics education raises questions about Ernest's underlying ideas on the nature of mathematical knowledge and the nature of democratic values. The main focus of this project is to critically analyze Ernest's philosophy of mathematics education and his conceptions of mathematical knowledge and democratic education. Specifically, I use textual analysis to interpret what he intends for each group of students and to critically analyze the conceptions of mathematical knowledge and democratic citizenship implicit in each set of recommendations. I examine whether these conceptions are consistent with each other and with his philosophy of mathematics education. I argue that while Ernest's general conceptions of mathematical knowledge and democratic citizenship are similar for these two groups, he views mathematicians as producers of mathematical knowledge and the general public as users of this knowledge. This characterization seems to place research mathematicians in a privileged position. Finally, I explore the implications of Ernest's framework for developmental mathematics at the community college level. I discuss what his view would contribute to conversations about educational opportunity, and I use specific examples to illustrate how this framework might be used to evaluate policy and practice in this context. [ABSTRACT FROM AUTHOR] |
| Copyright of Philosophy of Mathematics Education Journal is the property of Paul Ernest, Emeritus Professor at University of Exeter, School of Education & Lifelong Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 140915001 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PAUL ERNEST'S SOCIAL CONSTRUCTIVIST PHILOSOPHY OF MATHEMATICS EDUCATION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wilding-Martin%2C+Erin+Cecilia%22">Wilding-Martin, Erin Cecilia</searchLink><relatesTo>1</relatesTo><i> EMartin@parkland.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Philosophy+of+Mathematics+Education+Journal%22">Philosophy of Mathematics Education Journal</searchLink>. Dec2019, Issue 35, piii-211. 214p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+learning%22">Social learning</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+mathematics%22">Philosophy of mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Other+%28Philosophy%29%22">Other (Philosophy)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This dissertation analyzes the theoretical underpinnings and implications of Paul Ernest's social constructivist philosophy of mathematics education. Ernest sees learning as the social construction of knowledge through conversation. Therefore, he believes that mathematics education should foster knowledge construction through active engagement and student interaction. In addition, he claims that mathematics education should contribute to the development of democratic citizens who are able to critically evaluate political and social claims that are based on mathematical arguments. Ernest also makes recommendations for curricula and pedagogy, calling for a differentiated mathematics curriculum at the secondary level. While future mathematicians need to be prepared for advanced study in mathematics, he believes that mathematics education for other students should provide inquiry-based activities that encourage critical thinking, empower learners, and encourage students to be aware of and involved in social issues. This dual approach to mathematics education raises questions about Ernest's underlying ideas on the nature of mathematical knowledge and the nature of democratic values. The main focus of this project is to critically analyze Ernest's philosophy of mathematics education and his conceptions of mathematical knowledge and democratic education. Specifically, I use textual analysis to interpret what he intends for each group of students and to critically analyze the conceptions of mathematical knowledge and democratic citizenship implicit in each set of recommendations. I examine whether these conceptions are consistent with each other and with his philosophy of mathematics education. I argue that while Ernest's general conceptions of mathematical knowledge and democratic citizenship are similar for these two groups, he views mathematicians as producers of mathematical knowledge and the general public as users of this knowledge. This characterization seems to place research mathematicians in a privileged position. Finally, I explore the implications of Ernest's framework for developmental mathematics at the community college level. I discuss what his view would contribute to conversations about educational opportunity, and I use specific examples to illustrate how this framework might be used to evaluate policy and practice in this context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Philosophy of Mathematics Education Journal is the property of Paul Ernest, Emeritus Professor at University of Exeter, School of Education & Lifelong Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=140915001 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 214 StartPage: iii Subjects: – SubjectFull: Philosophy of education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Social learning Type: general – SubjectFull: Philosophy of mathematics Type: general – SubjectFull: Other (Philosophy) Type: general Titles: – TitleFull: PAUL ERNEST'S SOCIAL CONSTRUCTIVIST PHILOSOPHY OF MATHEMATICS EDUCATION. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wilding-Martin, Erin Cecilia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 14652978 Numbering: – Type: issue Value: 35 Titles: – TitleFull: Philosophy of Mathematics Education Journal Type: main |
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