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An exploration in the space of mathematics educations

An exploration in the space of mathematics educations SEYMOUR PAPERT AN EXPLORATION IN THE SPACE OF MATHEMATICS EDUCATIONS METAPHORICAL INTENTIONS A mathematical metaphor frames the intentions of this paper. Imagine that we know how to construct an N-dimensional space, ME, in which each point represents an altemative mathematics education - or ame - and each dimension a feature such as a component of content, a pedagogical method, a theoretical or ideological position. Each "reform" of mathematics edu- cation introduces new points and each fundamental idea a new dimension. Thus, if one considers a particular point (an ame) in ME, among its many "coordinates" are a (metaphorical) measure that runs from informal to for- mal and another that runs from instructionist to constructivist. In the paper I shall define seven more such oppositional principles that have not been recognized in the past as structuring choices in mathematics education. Within ME I distinguish two subsets. SME (S for school) is the set of mathematics educations to be found on any significant scale in schools; DME (D for defensible) is the set of ames that could be defended as serving the social and mathematical purposes that justify the expense and effort of education in mathematics. Although a hard-nosed practical educator http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

An exploration in the space of mathematics educations

"Technology, Knowledge and Learning" , Volume 1 (1) – Jul 11, 2004

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References (36)

Publisher
Springer Journals
Copyright
Copyright
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1007/BF00191473
Publisher site
See Article on Publisher Site

Abstract

SEYMOUR PAPERT AN EXPLORATION IN THE SPACE OF MATHEMATICS EDUCATIONS METAPHORICAL INTENTIONS A mathematical metaphor frames the intentions of this paper. Imagine that we know how to construct an N-dimensional space, ME, in which each point represents an altemative mathematics education - or ame - and each dimension a feature such as a component of content, a pedagogical method, a theoretical or ideological position. Each "reform" of mathematics edu- cation introduces new points and each fundamental idea a new dimension. Thus, if one considers a particular point (an ame) in ME, among its many "coordinates" are a (metaphorical) measure that runs from informal to for- mal and another that runs from instructionist to constructivist. In the paper I shall define seven more such oppositional principles that have not been recognized in the past as structuring choices in mathematics education. Within ME I distinguish two subsets. SME (S for school) is the set of mathematics educations to be found on any significant scale in schools; DME (D for defensible) is the set of ames that could be defended as serving the social and mathematical purposes that justify the expense and effort of education in mathematics. Although a hard-nosed practical educator

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Jul 11, 2004

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