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WHAT IS THE PHILOSOPHY OF MATHEMATICS EDUCATION?
"... This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosophy of mathematics education? Use of the preposition ‘a ’ suggests that what is being offered is one o ..."
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This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosophy of mathematics education? Use of the preposition ‘a ’ suggests that what is being offered is one of several such perspectives, practices or areas of study. Use of the definite article ‘the ’ suggests to some the arrogation of definitiveness to the account given. 1 In other words, it is the dominant or otherwise unique account of philosophy of mathematics education. However, an alternative reading is that ‘the ’ refers to a definite area of enquiry, a specific domain, within which one account is offered. So the philosophy of mathematics education need not be a dominant interpretation so much as an area of study, an area of investigation, and hence something with this title can be an exploratory assay into this area. This is what I intend here. Moving beyond the first word, there is the more substantive question of the reference of the term ‘philosophy of mathematics education’. There is a narrow sense that can be applied in interpreting the words ‘philosophy ’ and ‘mathematics education’. The philosophy of some area or activity can be understood as its aims or rationale. Mathematics education understood
1 Images, Anxieties and Attitudes toward Mathematics
, 2010
"... Images, anxieties, and attitudes towards mathematics are common interest among mathematics teachers, teacher educators and researchers. The main purpose of this literature review based paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in order to foster meaningful ..."
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Images, anxieties, and attitudes towards mathematics are common interest among mathematics teachers, teacher educators and researchers. The main purpose of this literature review based paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in order to foster meaningful teaching and learning of mathematics. Images of mathematics are greatly shaped by epistemological and philosophical perspectives of one who views mathematics either as priori or posteriori, absolute or relative, and concrete or nominal. These images as perceived by an individual play a significant role in the development of attitudes towards mathematics in long run. Images of mathematics have possible negative and positive impacts in teaching and learning of mathematics with the subsequent development of attitude toward mathematics as positive or negative (Goolsby, 1988; Ma and Kishor, 1997; & Lakoff and Nunez, 2000). Mathematics anxiety is developed as a result of having a poor image of mathematics due to a general lack of comfort that someone might experience when required to perform mathematically(Wood, 1988), or the feeling of tension, helplessness, and mental disorganization one may have when required to manipulate numbers and shapes (Richardson &
Images, Anxieties, and Attitudes toward
"... To cite this article: Belbase, S. (2013). Images, anxieties, and attitudes toward mathematics. International ..."
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To cite this article: Belbase, S. (2013). Images, anxieties, and attitudes toward mathematics. International