Resolving Conflicting Subcultures within School Mathematics: Towards a Humanistic School Mathematics

Autor/in	Aikenhead, Glen S.
Titel	Resolving Conflicting Subcultures within School Mathematics: Towards a Humanistic School Mathematics
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 21 (2021) 2, S.475-492 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aikenhead, Glen S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-021-00152-8
Schlagwörter	Subcultures; Mathematics Education; Secondary School Mathematics; Mathematics Achievement; Humanistic Education; Conflict Resolution + Suchen Sie Ihr Suchwort? Subculture; Subkultur; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Humanistische Bildung; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	Informed by a cultural understanding of human sense-making, the mathematical identities of Grades 7-12 learners, teachers, and conventional curricula are explored. Due to a clash of values between mathematics and the humanities, a majority of learners do not achieve their mathematical potential. This frustrates both these learners and their teachers. A resolution to the conflict emerges from scrutinizing the conventional Plato-based (Platonist) mathematics' ontology, epistemology, and axiology that convey anti-humanistic images of school mathematics, the antithesis to the majority of learners' humanistic-oriented self-identities. Platonist mathematics is philosophically critiqued, revealing a choice amongst it being cultural, spiritual, or simply opportunistic. Its nineteenth-century anti-humanist façade is replaced by evidence-based humanistic features that the original façade was meant to hide from learners and the general public for politically inspired reasons. These humanistic-oriented features of mathematics are transposed into a proposal for a humanistic school mathematics program that will engage a large proportion of learners (Grades 7-12) in the Western mathematics actually used by adults not employed in occupations requiring advanced Platonist mathematics with its highly hypothetical and abstract reasoning. A Platonist school mathematics program, however, will play an even a greater role in preparing the minority of learners for the advanced mathematics employment sector, some of whom may enrol in both programs. The article concludes with examples of humanistic mathematics lessons and modules. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01