id: 06448897
dt: j
an: 2015d.00281
au: Luitel, Bal Chandra; Taylor, Peter Charles
ti: Fractals of ‘old’ and ‘new’ logics: a post/modern proposal for
transformative mathematics pedagogy.
so: Philos. Math. Educ. J. 27, 31 p., electronic only (2013).
py: 2013
pu: Professor Paul Ernest, University of Exeter, Graduate School of Education,
Exeter
la: EN
cc: D20 E20 E30 A30
ut: mathematics and philosophy; mathematics and culture; sociocultural aspects;
theory of science; sociology of science; Nepal; mathematical knowledge
systems; old logics; new logics; propositional logic; deductive logic;
analytical logic; transformative pedagogies; inclusive pedagogies;
metaphorical logic; poetic logic; dialectical logic; narrative logic;
ethnomathematics
ci:
li: http://people.exeter.ac.uk/PErnest/pome27/Luitel%20and%20Taylor%20-%20Fractals%20of%20Old.docx
ab: From the text: Our purpose in writing this paper is to help deconstruct the
hegemony (while not dismissing the value) of conventional logics that
govern established pedagogies of culturally de-contextualised
mathematics education worldwide, with a special focus on the culturally
diverse nation of Nepal. Shifting away from the modernist notion of
logic as an instrument for categorising, ordering and legitimising
certain forms of human reasoning ‒ linear, assertive, deductive,
dichotomised, non-allegorical, symbolic-tautological ‒ towards an
inclusive notion of logic as a means of accounting for and representing
diverse profiles embedded in human consciousness, we explore features
of ‘old’ and ‘new’ logics as a means of envisioning a
culturally inclusive mathematics pedagogy. Here, the notion of
‘diverse profiles’ depicts different aspects of consciousness ‒
personal, social, cultural, empathic, emotional, literal, non-literal,
objective, subjective, conceptual, perceptual ‒ embedded in the
eternal territory of body, mind, heart and soul. The first section of
the paper begins with a story of the first author’s experience of
teaching ‘Mathematics Education’, a unit designed for students
studying a masters degree course at the University of Himalaya (a
pseudonym). The second section starts with a story based on an informal
discussion with his masters students, one of whom is critical of his
alternative heretical view of the nature of mathematics. The remainder
of this section considers pedagogical implications of new (Eastern and
Western) logics ‒ metaphorical, poetic, dialectical, narrative ‒
for creating a culturally inclusive mathematics education, especially
in the context of Nepal. Throughout the paper, different forms of
‘transgressive’ texts are used ‒ images, narratives, stories ‒
to portray the imaginative spirit of this narrative inquiry. Images
have been juxtaposed against the text as visual metaphors for assisting
the reader to reflect on different ways of thinking mathematically.
rv: