*It is broadly assumed that ***mathematics education** should provide **meaning** to the notions and techniques that become presented for the students. One finds, however, no general agreement about how to establish such **meaning** or how to ...

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**Author**: Paul Ernest

**Publisher:** Springer

**ISBN:** 9783319777603

**Category:** Education

**Page:** 377

**View:** 523

This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How do students learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future.