Exploring the Genealogy of the Concept of 'Innate Mathematical Ability' and Its Potential for an Egalitarian Approach to Mathematics Education

Autor/in	Colleran, Noel
Titel	Exploring the Genealogy of the Concept of 'Innate Mathematical Ability' and Its Potential for an Egalitarian Approach to Mathematics Education
Quelle	In: Adults Learning Mathematics, 13 (2018) 1, S.25-37 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Cognitive Ability; Mathematics Skills; Equal Education; Mathematics Education; Intelligence; Philosophy; Genetics + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematische Bildung; Intelligenz; Klugheit; Philosophie; Humangenetik
Abstract	Recent work by a number of researchers has argued that the capacity for mathematical thinking is innate to human intelligence. Much of the evidence for this conclusion is based on findings in fields as diverse as linguistics, genetics, evolution, archaeology, psychology, and philosophy. This paper argues that the genealogy for this development is sourced in the philosophy of the Enlightenment, particularly the work of Immanuel Kant. Kant's seminal idea suggests that human intelligence had a natural and necessary capacity for mathematical thinking in the forms of space and time. This paper will explore the ideas of Immanuel Kant regarding space and time, particularly his views that the intuition of space provides the source for geometry while the intuition of time provides the source for number. A limited, yet sufficient, evaluation of recent relevant literature will be employed to illustrate that 'new insights' regarding innate mathematics ability can be 'genealogically' traced to the work of Immanuel Kant. Ultimately, this paper argues for the debunking of generally accepted agreement among some that many mathematics students have an innate capacity to do mathematics while others are innately incapable in this regard. With an acknowledgement of this 'initial state' regarding universal mathematics ability among young, as well as adult students, an egalitarian perspective regarding students' expectations and achievements in mathematics is in view. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01