A plea for a critical transformative philosophy of mathematics education
A disciplinary educational research field cannot, I think, avoid tackling general questions about the educational aims it pursues, as well as more specific questions concerning the teaching and learning of its contents, the nature of these contents and its methodology and theoretical foundations.
Radford, L. (2018)., A plea for a critical transformative philosophy of mathematics education, in P. Ernest (ed.), The philosophy of mathematics education today, Dordrecht, Springer, pp. 1-10.
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