Sinopsis
When we are talking about a philosophy of mathematics and implementing it in general in a mathematics curriculum, it is good to first ask how mathematics curricula are doing. Every one of us has a vague idea about what mathematics education should look like. Perhaps our memories go back to our own training where only a rara avis had another mathematics education rather than a technically oriented training. The history of mathematics was probably limited to an interlude in a handbook showing a gallery of male mathematicians, that we were not expected to memorize and who we crossed out, marking “don’t study.” What has become of the current mathematics curricula? In the following article, we read about a study of the mathematics curriculum in Flemish secondary education (Belgium). The Flemish mathematics education outshines that of most countries in international rankings—certainly for Trends in International Mathematics and Science Study (TIMSS), but for Programme for International Student Assessment (PISA) too. In this respect, the Flemish mathematics education could be a model for other countries. But alongside the success story of Flemish mathematics education there is also a—perhaps not uninteresting— critical story to be told. This critical story is a perfect introduction to a philosophy of mathematics in education.
Content
- The Untouchable and Frightening Status of Mathematics
- Philosophical Reflections in Mathematics Classrooms
- Integrating the Philosophy of Mathematics in Teacher Training
- Learning Concepts Through the History of Mathematics
- The Meaning and Understanding of Mathematics
- The Formalist Mathematical Tradition as an Obstacle to Stochastical Reasoning
- Logic and Intuition in Mathematics and Mathematical Education
- A Place for Education in the Contemporary Philosophy of Mathematics
- Ethnomathematics in Practice
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