[Maths-Education] ICME-13 TSG 53 Papers invited on Philosophy of Maths Education
Ernest, Paul
P.Ernest at exeter.ac.uk
Fri Jul 31 00:41:19 BST 2015
Dear Colleagues
I'm writing to invite you to participate in the
Topic Study Group 53: Philosophy of mathematics education, at ICME 13 Hamburg 25-31 July 2016
You can submit a short paper of max. 4 pages before 1 October for a presentation at this conference TSG. This would be one of 8 shorter presentations. There will be a review process and the accepted version can be extended to 8 pages. By all means share your ideas or questions informally with me and I can give you feedback before the formal submission that the ICME secretariat requires.
Details of TSG 53 below.
Best wishes
Paul
_________
Paul Ernest
Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK
Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal
Pretty rustic villa retreat in Soller, Mallorca available (with garden, fruit, pool, wifi, a/c, etc) - just ask for details!
ICME 13 Hamburg 25-31 July 2016
Topic Study Group 53 Philosophy of mathematics education
Co-chairs: Paul Ernest (UK) p.ernest at ex.ac.uk; Ladislav Kvasz (Czech Republic) kvasz at fmph.uniba.sk
Team members: Maria Bicudo (Brazil); Regina Möller (Germany); Ole Skovsmose (Denmark/Brazil)
IPC Liaison person: Susanne Prediger (Germany)
ABSTRACT
What is the philosophy of mathematics education? It can be an explicit position that is formulated, reformulated, criticized, refined, etc. But it can also refer to implicit assumptions and priorities, including paradigmatic assumptions that one need not be aware of, but which might be identified through, let us call it, a philosophical archaeology.
The philosophy of any activity comprises its aims or rationale. Thus we ask: what is the purpose of teaching and learning mathematics? An answer explains why we engage in these practices and what we hope will be achieved. But just considering such purposes quickly leads to seeing the divergence in aims and values of different groups.
A broader view looks at the applications of philosophy to mathematics education including topics such as epistemology, philosophy of mathematics, ethics and aesthetics. It applies philosophical methods to a critical examination of the assumptions, reasoning and conclusions of mathematics education, systematically enquiring into fundamental questions:
What is mathematics?
How does mathematics relate to society?
Why teach mathematics?
What is the nature of learning (mathematics)?
What is the nature of mathematics teaching?
What is the significance of information and communication technology in the teaching and learning of mathematics?
What is the status of mathematics education as knowledge field?
What deep and often unacknowledged assumptions underlie mathematics education research and practice?
Ethics is a central branch of philosophy that is often ignored or regarded as irrelevant for mathematics. What is or should be the role of ethics in mathematics education?
The philosophy of mathematics education matters because it gives people new 'glasses' through which to see the world. It enables people to see beyond official stories about the society, mathematics, and education. It provides thinking tools for questioning the status quo, for seeing 'what is' is not what 'has to be'; enabling us to imagine alternatives possibilities. This is important throughout mathematics education research but also especially important in mathematics teacher education, when new mathematics teachers learn how to view the worlds of the teaching and learning of mathematics.
The sessions will offer expert presentations (6) on key questions and issues of the field with plenty of space and time for questions, discussion and participation. It will also includes shorter presentations (8). Both of these will allow new issues to emerge to stimulate discussion and controversy, ultimately to encourage growth in research and teaching developments in mathematics education inspired by philosophical perspectives.
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