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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
"Technology, Knowledge and Learning" – Springer Journals
Published: Jul 11, 2004
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