id: 05913282
dt: j
an: 2011d.00245
au: Betts, Paul; McMaster, Laura
ti: Disrupting gifted teenager’s mathematical identity with epistemological
messiness.
so: Mont. Math. Enthus. 8, No. 1-2, 329-354 (2011).
py: 2011
pu: Information Age Publishing (IAP), Charlotte, NC; Department of Mathematical
Sciences, The University of Montana, Missoula, MT
la: EN
cc: C44 D54
ut: philosophy of mathematics unit; gifted high school students; mathematical
identity; narrative
ci:
li:
ab: Summary: Mathematics is widely perceived as a universal and uncontested
discipline, contrary to the philosophy of mathematics literature. Other
researchers have considered the potential role of philosophy in school,
but there is little work with gifted students engaged with issues
concerning the nature of mathematics. We developed a philosophy of
mathematics unit intended to enlarge gifted students’ perceptions of
the nature of mathematics by exposing the uncritical and tidy rendering
of mathematics within school math. Using a narrative methodology, we
attended to gifted student’s students’ stories of relationship with
mathematics, based on the premise that a person’s relationship with
mathematics is inextricably woven together with their identity. In this
paper, we will focus on the experiences of three gifted teenagers
during our philosophy of mathematics unit. We found that these students
were disrupted and compartmentalized their school math and philosophy
of mathematics experiences and beliefs. We conclude that substantive
experiences with the nature of mathematics should be a regular
component of school math.
rv: