Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum

Authors

  • Lyn D. English

Abstract

Introduction: Philosophical inquiry in the teaching and learning of mathematics has received continued, albeit limited, attention over many years (e.g., Daniel, 2000; English, 1994; Lafortune, Daniel, Fallascio, & Schleider, 2000; Kennedy, 2012a). The rich contributions these communities can offer school mathematics, however, have not received the deserved recognition, especially from the mathematics education community. This is a perplexing situation given the close relationship between the two disciplines and their shared values for empowering students to solve a range of challenging problems, often unanticipated, and often requiring broadened reasoning.

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Published

02/08/2018

How to Cite

English, L. D. (2018). Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum. Analytic Teaching and Philosophical Praxis, 34(1), 46–57. Retrieved from https://journal.viterbo.edu/index.php/atpp/article/view/1102

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