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Fractals of ‘old’ and ‘new’ logics: a post/modern proposal for transformative mathematics pedagogy. (English)
Philos. Math. Educ. J. 27, 31 p., electronic only (2013).
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.
Classification: D20 E20 E30 A30
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