Skip to main content
SpringerLink
Log in
Book cover

The Philosophy of Mathematics Education Today pp 309–320Cite as

Towards a Wider Perspective: Opening a Philosophical Space in the Mathematics Curriculum

  • Chapter
  • First Online:

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

The chapter argues that philosophical inquiry may have a place in the math classroom, helping to facilitate understandings that serve to complement and critically judge the inferences acquired in and with mathematics. In other words, philosophical inquiry may aid in the opening of a “wider horizon of interpretations” that includes a critical dimension. Such an opening represents a potential expansion of students’ mathematical experience, and promises to provide bridges for establishing richer, critical, and more meaningful connections and interactions between students’ personal experience and the broader culture.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    The original P4C curriculum was developed by Mathew Lipman and Ann Sharp (see e.g. Lipman, Sharp, & Oscanyan, 1984). Other curriculum materials have been developed by theoreticians and practitioners in the field (see e.g. Daniel, Lafortune, Pallascio, & Sykes, 1999; Sprod, 2011).

  2. 2.

    The curriculum materials described here have been developed in collaboration with David Kennedy from Montclair State University and IAPC (Institute for the Advancement of Philosophy for Children) at Montclair State University

References

  • Bateson, G. (2002). Mind and nature: A necessary unity. Cresskill, NJ: Hampton Press.

    Google Scholar 

  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.

    Google Scholar 

  • Bishop, A. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer.

    Book  Google Scholar 

  • Boaler, J. (2002). Experiencing school mathematics. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). New York: Cambridge University Press.

    Google Scholar 

  • D’Ambrosio, U. (2006). Ethnomathematics. Rotterdam: Sense Publications.

    Google Scholar 

  • Daniel, M.-F., Lafortune, L., Pallascio, R., & Sykes, P. (1999). Les aventures mathématiques de Mathilde et David (2nd ed.). Quebec City: Éditions Michel Cornac.

    Google Scholar 

  • Dewey, J. (1933). How we think. Lexington, MA: D.C. Hearth.

    Google Scholar 

  • Fischer, R. (2007). Technology, mathematics and consciousness of society. In U. Gellert & E. Jablonka (Eds.), Mathematisation and demathematisation: Social, philosophical and educational ramifications. Rotterdam: Sense Publishers.

    Google Scholar 

  • Foucault, M. (2000). Truth and power. In P. Rabinow (Ed.), Essential works of Foucault (pp. 1954–1984). New York: The New Press.

    Google Scholar 

  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Trans. Patrick Clarke. Lanham, MD: Rowman & Littlefield Publishers.

    Google Scholar 

  • Gregory, M. (2006). Normative dialogue types in philosophy for children. Gifted Education International, 22, 160–171.

    Article  Google Scholar 

  • Keithel, C., Kotzmann, E., & Skovsmose, O. (1993). Beyond the tunnel vision: Analysing the relationship between mathematics, society, and technology. In C. Keithel & K. Ruthven (Eds.), Learning from computers: Mathematics education and technology (pp. 243–279). Berlin: Springer.

    Chapter  Google Scholar 

  • Kennedy, D. (1999). Thinking for oneself and with others. Analytic Teaching, 20(1), 15–24.

    Google Scholar 

  • Kennedy, N. S., & Kennedy, D. (2011). Community of philosophical inquiry as a discursive structure, and its role in school curriculum design. Journal of Philosophy of Education, 45(2), 265–283.

    Article  Google Scholar 

  • Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Lipman, M., Sharp, A. M., & Oscanyan, F. (Eds.). (1984). Philosophical inquiry: An instructional manual to accompany Harry Stottlemeier’s discovery (2nd ed.). Lanham, MD: University Press of America.

    Google Scholar 

  • Maier, S., & Seligman, M. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology, 105(1), 3–46.

    Article  Google Scholar 

  • Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer.

    Book  Google Scholar 

  • Sprod, T. (2011). Discussions in science. Victoria: ACER.

    Google Scholar 

  • Tobias, S. (1993). Overcoming math anxiety. New York: Norton.

    Google Scholar 

  • Vithal, R. (2003). In search of a pedagogy of conflict and dialogue for mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Book  Google Scholar 

  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Mathematics Department, New York City College of Technology, City University of New York, 300 Jay Street, Brooklyn, NY, 11201, USA

    Nadia Stoyanova Kennedy

Authors
  1. Nadia Stoyanova Kennedy
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nadia Stoyanova Kennedy .

Editor information

Editors and Affiliations

  1. School of Education, University of Exeter, Exeter, United Kingdom

    Paul Ernest

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kennedy, N.S. (2018). Towards a Wider Perspective: Opening a Philosophical Space in the Mathematics Curriculum. In: Ernest, P. (eds) The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-77760-3_19

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-77760-3_19

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-77759-7

  • Online ISBN: 978-3-319-77760-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation