Abstract
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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
The curriculum materials described here have been developed in collaboration with David Kennedy from Montclair State University and IAPC (Institute for the Advancement of Philosophy for Children) at Montclair State University
References
Bateson, G. (2002). Mind and nature: A necessary unity. Cresskill, NJ: Hampton Press.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
Bishop, A. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer.
Boaler, J. (2002). Experiencing school mathematics. Mahwah, NJ: Lawrence Erlbaum.
Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). New York: Cambridge University Press.
D’Ambrosio, U. (2006). Ethnomathematics. Rotterdam: Sense Publications.
Daniel, M.-F., Lafortune, L., Pallascio, R., & Sykes, P. (1999). Les aventures mathématiques de Mathilde et David (2nd ed.). Quebec City: Éditions Michel Cornac.
Dewey, J. (1933). How we think. Lexington, MA: D.C. Hearth.
Fischer, R. (2007). Technology, mathematics and consciousness of society. In U. Gellert & E. Jablonka (Eds.), Mathematisation and demathematisation: Social, philosophical and educational ramifications. Rotterdam: Sense Publishers.
Foucault, M. (2000). Truth and power. In P. Rabinow (Ed.), Essential works of Foucault (pp. 1954–1984). New York: The New Press.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Trans. Patrick Clarke. Lanham, MD: Rowman & Littlefield Publishers.
Gregory, M. (2006). Normative dialogue types in philosophy for children. Gifted Education International, 22, 160–171.
Keithel, C., Kotzmann, E., & Skovsmose, O. (1993). Beyond the tunnel vision: Analysing the relationship between mathematics, society, and technology. In C. Keithel & K. Ruthven (Eds.), Learning from computers: Mathematics education and technology (pp. 243–279). Berlin: Springer.
Kennedy, D. (1999). Thinking for oneself and with others. Analytic Teaching, 20(1), 15–24.
Kennedy, N. S., & Kennedy, D. (2011). Community of philosophical inquiry as a discursive structure, and its role in school curriculum design. Journal of Philosophy of Education, 45(2), 265–283.
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge: Cambridge University Press.
Lipman, M., Sharp, A. M., & Oscanyan, F. (Eds.). (1984). Philosophical inquiry: An instructional manual to accompany Harry Stottlemeier’s discovery (2nd ed.). Lanham, MD: University Press of America.
Maier, S., & Seligman, M. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology, 105(1), 3–46.
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer.
Sprod, T. (2011). Discussions in science. Victoria: ACER.
Tobias, S. (1993). Overcoming math anxiety. New York: Norton.
Vithal, R. (2003). In search of a pedagogy of conflict and dialogue for mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Kennedy, N.S. (2018). Towards a Wider Perspective: Opening a Philosophical Space in the Mathematics Curriculum. In: Ernest, P. (eds) The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-77760-3_19
Download citation
DOI: https://doi.org/10.1007/978-3-319-77760-3_19
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-77759-7
Online ISBN: 978-3-319-77760-3
eBook Packages: EducationEducation (R0)