Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Mathematics Education as a Matter of Curriculum

Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_515

Introduction

A curriculum studies perspective on mathematics education acknowledges the broadest possible views of curriculum, including content and organization of school mathematics and the social context in which mathematics is situated in and out of schools, as well as formal and informal processes of mathematical enculturation and acculturation. Beyond scope and sequence of mathematics skills and concepts, it is valuable to question basic assumptions and metaphors implicit in current practices and to generate alternatives. For example, instead of tweaking pedagogy to improve test results related to problem solving, this perspective explores alternatives – learners posing their own problems, categorizing problems or critiquing them instead of solving them, or judging the importance of a problem in terms of its implications (Brown 2001). Or, instead of identifying the best sequence of skill objectives, it creates opportunities for administrators and families to share their...
This is a preview of subscription content, log in to check access

References

  1. Appelbaum, P. (1995). Popular culture, educational discourse, and mathematics. Albany: State University of New York Press.Google Scholar
  2. Appelbaum, P. (2009). Taking action – Mathematics curricular organization for effective teaching and learning. For the Learning of Mathematics, 29(2), 38–43.Google Scholar
  3. Bratton, J., Civil, M., & Quintos, B. (2005). Engaging with parents on a critical dialogue about mathematics education. In M. Bosch (Ed.), Proceedings of the fourth congress of the European society for research in mathematics education (pp. 1182–1192). Sant Feliu de Guíxols: FUNDEMI IQS, Universitat Ramon Llull.Google Scholar
  4. Brown, S. I. (2001). Reconstructing school mathematics: Problems with problems and the real world. New York: Peter Lang.Google Scholar
  5. Cuban, L. (1995). The hidden variable: How organizations influence teacher responses to curriculum reform. Theory Into Practice, 34(1), 4–11.CrossRefGoogle Scholar
  6. Eisner, E. (1985). The educational imagination. On the design and evaluation of school programs. New York: Macmillan.Google Scholar
  7. Gutiérrez, R. (2012). Embracing “Nepantla:” Rethinking knowledge and its use in teaching. REDIMAT-Journal of Research in Mathematics Education, 1(1), 29–56.Google Scholar
  8. Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee: Rethinking Schools.Google Scholar
  9. Jahnke, T., & Meyerhöfer, W. (2007). PISA & CO. Kritik eines Programms. Hildesheim: Franzbecker.Google Scholar
  10. Knijnik, G. (2002). Curriculum, culture, and ethnomathematics: The practices of ‘cubagem of wood’ in the Brazilian landless movement. Journal of Intercultural Studies, 23(2), 149–165.CrossRefGoogle Scholar
  11. Leonard, J., & Martin, D. (2013). The brilliance of Black children in mathematics. Charlotte: Information Age Publishing.Google Scholar
  12. Rotman, B. (1993). Ad infinitum… The ghost in Turing’s machine: Taking god out of mathematics and putting the body back in. Palo Alto: Stanford University Press.Google Scholar
  13. Sack, J. (2008). Commonplace intersections within a high school mathematics leadership institute. Journal of Teacher Education, 59(2), 189–199.CrossRefGoogle Scholar
  14. Skovsmose, O., & Valero, P. (2005). Mathematics education and social justice: Facing the paradoxes of the informational society. Utbildning & Demokrati, 14(2), 57–71.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Arcadia UniversityGlenside, PhiladelphiaUSA
  2. 2.University of ThessalyVolosGreece