id: 06420531
dt: a
an: 2015c.00254
au: Ernest, Paul
ti: The philosophy of mathematics education: Stephen Lerman’s contributions.
so: Gates, Peter (ed.) et al., Shifts in the field of mathematics education.
Stephen Lerman and the turn to the social. Singapore: Springer (ISBN
978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 203-213 (2015).
py: 2015
pu: Singapore: Springer
la: EN
cc: D20 A30
ut: research in mathematics education; philosophy of mathematics education;
Stephen Lerman’s work
ci:
li: doi:10.1007/978-981-287-179-4_14
ab: Summary: This chapter addresses two issues. First, the status and the
nature of the philosophy of mathematics education as a subfield of
research in mathematics education. Second, Stephen Lerman’s
contributions to this subfield. A narrow interpretation of the
philosophy of mathematics education concerns the aims and rationale of
the practices of teaching and learning mathematics. This implicates
issues including the roles of the teacher, learner, and mathematics in
society and the underlying values of the relevant social groups, in
addition to the teaching and learning of mathematics, and the
underlying aims and rationales of this activity. Addressing these
issues Stephen Lerman’s early work explores the relevance of recent
advances in the philosophy of mathematics for the teaching and learning
of mathematics, especially for its theorization and pedagogy. However a
broader view of the nature of the philosophy of mathematics education
raises a further, broader set of questions. What is mathematics? How
does mathematics relate to society? What is learning (mathematics)?
What is teaching (mathematics)? What is the status of mathematics
education as knowledge field? Stephen Lerman’s contributions to these
wider questions is outlined, drawing on a sample of 19 of his published
works.
rv: