Democracy and Mathematics Education

Rethinking School Math for Our Troubled Times
1. Auflage 2021
ISBN: 978-0-367-60821-7
Verlag: Routledge

Buch, Englisch, 212 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 468 g

In Democracy and Mathematics Education, Kurt Stemhagen and Catherine Henney develop a way of thinking about the nature and purposes of math that is inclusive, participatory, and thoroughly human. They use these ideas to create a school mathematics experience that can enhance students’ math abilities and democratic potential. They locate mathematics’ origins in human activity and highlight the rich but often overlooked links between mathematical activity and democratic, social practices. Democratic mathematics education foregrounds student inquiry and brings to light the moral dimensions of a discipline that has both remarkable utility and inevitable limitations. For math educators, the book’s humanities approach helps to see the subject anew. For philosophers, it provides an important real world context for wrestling with perennial and timely questions, engaging democratic and evolutionary theory to transform school math. This alternative approach to mathematics and mathematics education provides a guide for how to use math to make democracy a larger part of school and wider social life.



2021 Winner of the AESA Critics’ Choice Book Award.

Autoren/Hrsg.

Stemhagen, Kurt

Henney, Catherine

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Politikwissenschaft Politische Systeme Demokratie
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Part I The Problem 1. Introduction: Rethinking Math for our Troubled Times 2. Mathematics Education in Historical and Contemporary Contexts Part II The Nature of Mathematics: Two Competing Perspectives 3. Absolutist Mathematics: The Infallibilist/Apriorist Thesis 4. Non-Absolutist Mathematics: The Constructivist Thesis Part III The Alternative: Democratic Mathematics Education 5. Evolutionary/Pragmatic Perspectives 6. Democratic Mathematics Education Part IV Enactment: Philosophy of Mathematics in and out of the Classroom 7. Philosophies of Mathematics: Consequences and Classroom Expressions 8. Mathematics Education Today: Making Sense of Critical and Democratic Approaches 9. Democracy, Mathematics, and Education Revisited

Über Autor(innen)

Kurt Stemhagen is Professor of Education at Virginia Commonwealth University. He earned his Ph.D. in Social Foundations of Education with a concentration in Philosophy of Education from the University of Virginia. At VCU, he teaches doctoral courses on philosophy of educational research and philosophy of education as well as undergraduate and master's courses on democracy, diversity, and ethics. Dr. Stemhagen is co-founder and an active member of Richmond Teachers for Social Justice, a group dedicated to creating a just, democratic, sustainable, and caring society through education, solidarity, and social action.

Catherine Henney is a veteran math educator, having worked with students and teachers as both a grade level teacher and a K-8 mathematics specialist. She also teaches mathematics education courses to pre-service and in-service teachers in Virginia. She is co-author of the book It’s Elementary: A Parent’s Guide to K-5 Mathematics, published by the National Council of Teachers of Mathematics, and is currently a doctoral student at Virginia Commonwealth University.