eric.ed.gov har udgivet: In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics as a human activity. This philosophy humanizes mathematics and implies that math education should be active, cultural, historical, social, and critical–helping students learn formal mathematics, while also learning that mathematics shapes their lives, that this shaping is a result of human work and choices, and that students are empowered to shape those choices. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Science education research has built a strong body of work on students’ understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT—semantic gravity—that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education. Résumé La recherche en enseignement des sciences… Continue Reading →
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