Rejecting Platonism: Recovering Humanity in Mathematics Education
In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics...
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MDPI AG,
2018-03-01T00:00:00Z.
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| 001 | doaj_83b12d43f1124f2c823cc2c70b835bc9 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Frederick A. Peck |e author |
| 245 | 0 | 0 | |a Rejecting Platonism: Recovering Humanity in Mathematics Education |
| 260 | |b MDPI AG, |c 2018-03-01T00:00:00Z. | ||
| 500 | |a 2227-7102 | ||
| 500 | |a 10.3390/educsci8020043 | ||
| 520 | |a In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics as a human activity. This philosophy humanizes mathematics and implies that math education should be active, cultural, historical, social, and critical-helping students learn formal mathematics, while also learning that mathematics shapes their lives, that this shaping is a result of human work and choices, and that students are empowered to shape those choices. | ||
| 546 | |a EN | ||
| 690 | |a Platonism | ||
| 690 | |a formalism | ||
| 690 | |a philosophy of mathematics | ||
| 690 | |a sociocultural | ||
| 690 | |a critical theory | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Education Sciences, Vol 8, Iss 2, p 43 (2018) | |
| 787 | 0 | |n http://www.mdpi.com/2227-7102/8/2/43 | |
| 787 | 0 | |n https://doaj.org/toc/2227-7102 | |
| 856 | 4 | 1 | |u https://doaj.org/article/83b12d43f1124f2c823cc2c70b835bc9 |z Connect to this object online. |