Revealing and Overcoming the Dogmatism of Sterile Certainty in Mathematics Education

Autor/in	Ambrose, Don
Titel	Revealing and Overcoming the Dogmatism of Sterile Certainty in Mathematics Education
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 7, S.1009-1021 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ambrose, Don)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0888-y
Schlagwörter	Mathematics Education; Interdisciplinary Approach; Psychological Patterns; Creativity; World Views; Beliefs; Mathematical Models; Economics; Accuracy; Educational Change; Ethics; Mathematical Applications + Suchen Sie Ihr Suchwort? Mathematische Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kreativität; World view; Weltanschauung; Belief; Glaube; Mathematical model; Mathematisches Modell; Volkswirtschaftslehre; Bildungsreform; Ethik; Angewandte Mathematik; Innermathematische Anwendung
Abstract	This article employs an interdisciplinary approach to explore some psychological dimensions of mathematical creativity and the dogmatism that can emerge when mathematical applications are confined within a single worldview. More specifically, it explores some ways in which mathematics has been confined and distorted in service of dogmatic conceptions of important phenomena, and for various purposes, some unwittingly damaging and others wittingly nefarious. Some of the topics dealt with include the dogmatic use of distorted mathematical modeling in economics, the sterile certainty that arises from excessive entrapment within the mechanistic worldview in various disciplines, and the dogmatism of artificial precision in educational reform initiatives. Methods for breaking free of dogmatism and for injecting ethics into mathematical applications also are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01