Results 211 to 220 of about 5,851 (249)
Generative AI in education: Process-aware pedagogy, assessment integrity, and institutional governance. [PDF]
Pireci Sejdiu N, Grassini S, Sejdiu S.
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Integrating Social and Emotional Learning into Mathematics Education: A Multiple Case Study of JUMP Math's Approach to Creating Socially and Emotionally Supportive Learning Environments. [PDF]
Molyneux TM, Diamond A.
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The philosophy of mathematics and mathematics education
International Journal of Mathematical Education in Science and Technology, 1985It is suggested that the philosophy of mathematics is relevant to mathematics education (1) because the philosophical schools of thought have a direct bearing on educational issues and (2) because new entrants to teaching may bring with them undiluted theoretical views on the nature of mathematics. The views of the following five schools of thought are
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‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics Education
Science and Education, 2013The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories of ‘philosophy as a tool’ for teaching and learning ...
Uffe Thomas Jankvist +1 more
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Mathematics Philosophy and Mathematics Education
2008Xuehui Xie, Phil Francis Carspecken
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A Philosophy of Critical Mathematics Education
Advances in Mathematics Education, 2023Ole Skovsmose, Skovsmose Ole
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Philosophy of mathematical practice: a primer for mathematics educators
ZDM, 2020In recent years, philosophical work directly concerned with the practice of mathematics has intensified, giving rise to a movement known as the philosophy of mathematical practice. In this paper we offer a survey of this movement aimed at mathematics educators.
Hamami, Yacin, Morris, Rebecca Lea
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Philosophy of Mathematics and Mathematics Education
2007In this paper we explore how the naturalistic perspective in philosophy of mathematics and the situative perspective in mathematics education, while on one level are at odds, might be reconciled by paying attention to actual mathematical practice and activity.
Anthony Peressini, Dominic Peressini
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