Prelude.- Prelude.- Interlude.- The Untouchable and Frightening Status of Mathematics.- Interlude.- Philosophical Reflections in Mathematics Classrooms.- Interlude.- Integrating the Philosophy of Mathematics in Teacher Training Courses.- Interlude.- Learning Concepts Through the History of Mathematics.- Interlude.- The Meaning and Understanding of Mathematics.- Interlude.- The Formalist Mathematical Tradition as an Obstacle to Stochastical Reasoning.- Interlude.- Logic and Intuition in Mathematics and Mathematical Education.- Interlude.- A Place for Education in the Contemporary Philosophy of Mathematics.- Interlude.- Ethnomathematics in Practice.- Postlude.
The untouchable and frightening status of mathematics: Didactics, hidden values and the role of ethnomathematics in mathematics education.- Philosophical Reflections in Mathematics Classrooms. Chances and Reasons.- How to integrate philosophy of mathematics in teacher training courses. The relevant problems encountered in the Greek case as an example.- Learning concepts through the history of mathematics: The case of symbolic algebra.- Meaning and understanding of mathematics. The case of probability.- The formalist mathematical tradition as an obstacle to stochastical reasoning.- On Logic and Intuition in Mathematics and Mathematical Education.- A Place for Education in Contemporary Philosophy of Mathematics: The Case of Quasi-Empirism.- Ethnomathematics in practice.- Postlude.- Notes on Contributors.- Index of Names.- Index of Subjects.
This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.
International group of authors
Practical examples directly usable in teacher training
Special attention to statistics within a philosophical framework of mathematics
Balance between philosophy of and philosophy in mathematics education and how to implement the former into the latter