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...
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Appelbaum, P., Stathopoulou, C. (2017). Mathematics Education as a Matter of Curriculum. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_515
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DOI: https://doi.org/10.1007/978-981-287-588-4_515
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