Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Abstract
Current reforms in mathematics education, including the implementation of the Common Core State Standards for Mathematics, are rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks. This changing vision challenges not only teachers’ beliefs about mathematics instruction but their philosophies of mathematics as well. This study investigates the processes that four teachers go through as they implement a new task-based mathematics curriculum while exploring their personal philosophies of mathematics. The participants were part of a graduate-level course that examined, through the writings of various modern philosophers of mathematics and mathematicians, a humanist/fallibilist philosophy of mathematics.
Using narrative analysis, the study focuses on the unique mathematical stories of four experienced educators. Each of the participants initially expressed a traditional view of mathematics, seeing mathematics as right/wrong, a subject outside of human construction. The participants’ expressed views of mathematics change as they attempted to align their personal philosophies of mathematics with their (changing) classroom practices. They share their struggles to redefine themselves as mathematics teachers through a process of experimentation, reflection, and adaptation.
Keywords
Mathematics education, Reform, Philosophy
Recommended Citation
White-Fredette, Kimberly, "Exploring Philosophy During a Time of Reform in Mathematics Education" (2014). Georgia Educational Research Association Conference. 14.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/14
Proposal
Exploring Philosophy During a Time of Reform.updated.pptx (99 kB)
Presentation
Exploring Philosophy During a Time of Reform in Mathematics Education
Room 217
Current reforms in mathematics education, including the implementation of the Common Core State Standards for Mathematics, are rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks. This changing vision challenges not only teachers’ beliefs about mathematics instruction but their philosophies of mathematics as well. This study investigates the processes that four teachers go through as they implement a new task-based mathematics curriculum while exploring their personal philosophies of mathematics. The participants were part of a graduate-level course that examined, through the writings of various modern philosophers of mathematics and mathematicians, a humanist/fallibilist philosophy of mathematics.
Using narrative analysis, the study focuses on the unique mathematical stories of four experienced educators. Each of the participants initially expressed a traditional view of mathematics, seeing mathematics as right/wrong, a subject outside of human construction. The participants’ expressed views of mathematics change as they attempted to align their personal philosophies of mathematics with their (changing) classroom practices. They share their struggles to redefine themselves as mathematics teachers through a process of experimentation, reflection, and adaptation.
