Towards an Epistemological Map of Curriculum in School Mathematics

Stephen Thornton

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

    Abstract

    While being proclaimed as a move to accountability and higher standards, current educational trends in the United States, England and Australia are undoubtedly ideologically driven, influenced by underlying economic rationalist philosophies that owe much to deeper epistemological beliefs about what counts as legitimate knowledge. However existing discussions of epistemology in mathematics education tend to categorise knowledge using binaries such as qualitative or quantitative, hard or soft, pure or applied. In this paper, I describe a technique that may be useful to conduct a more nuanced analysis, and use this technique to carry out a preliminary mapping of one aspect of the proposed Australian National Curriculum in Mathematics.
    Original languageEnglish
    Title of host publicationProceedings of epiSTEME4 - International Conference to Review Research on Science, Technology and Mathematics Education
    EditorsS Chunawala, M Kharatmal
    Place of PublicationMumbai, India
    PublisherMacmillan Publishers
    Pages81-86
    Number of pages6
    Publication statusPublished - 2011
    EventepiSTEME4 - International Conference to Review Research on Science, Technology and Mathematics Education - Mumbai, India
    Duration: 5 Jan 20119 Jan 2011

    Conference

    ConferenceepiSTEME4 - International Conference to Review Research on Science, Technology and Mathematics Education
    Period5/01/119/01/11

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