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(2018) The philosophy of mathematics education today, Dordrecht, Springer.
Towards a wider perspective
opening a philosophical space in the mathematics curriculum
Nadia Stoyanova Kennedy
pp. 309-320
The chapter argues that philosophical inquiry may have a place in the math classroom, helping to facilitate understandings that serve to complement and critically judge the inferences acquired in and with mathematics. In other words, philosophical inquiry may aid in the opening of a "wider horizon of interpretations" that includes a critical dimension. Such an opening represents a potential expansion of students" mathematical experience, and promises to provide bridges for establishing richer, critical, and more meaningful connections and interactions between students" personal experience and the broader culture.
Publication details
DOI: 10.1007/978-3-319-77760-3_19
Full citation:
Stoyanova Kennedy, N. (2018)., Towards a wider perspective: opening a philosophical space in the mathematics curriculum, in P. Ernest (ed.), The philosophy of mathematics education today, Dordrecht, Springer, pp. 309-320.
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