TY - CHAP
T1 - Mathematics Education in Different Contexts
AU - Michelsen, Claus
PY - 2022
Y1 - 2022
N2 - According to the famous Dutch researcher in mathematics education Hans Freudenthal, mathematics is a human activity, and curriculum theory is not a pre-stated set of theories, aims and means, contents, and methods. Rather, it is always related to processes with well-chosen practical problems from daily life, and in solving these, mathematical understanding was gradually developed. With Freudenthal’s educational credo as the starting point and based on the MACAS proceedings, this paper underscores an important aspect of this approach, namely that curiosity and inquiry extend from a context which is not necessarily purely mathematical. Mathematics is presented in five different educational contexts: (i) mathematics and science, (ii) mathematics and art, (iii) mathematics and technology, (iv) mathematics and literature, and (v) mathematics and citizenship. The contexts reflect that when mathematical entities appear in different contexts, common aspects can be found between creative work in mathematics and art, and in regarding mathematics as part of human culture, and as part of mankind’s struggle to understand the world. With reference to mathematics education as a design science, it is concluded that frameworks that closely link analysis of mathematics content structure, analysis of the educational significance of that content, research on teaching and learning processes, and the development of instructional sequences are needed.
AB - According to the famous Dutch researcher in mathematics education Hans Freudenthal, mathematics is a human activity, and curriculum theory is not a pre-stated set of theories, aims and means, contents, and methods. Rather, it is always related to processes with well-chosen practical problems from daily life, and in solving these, mathematical understanding was gradually developed. With Freudenthal’s educational credo as the starting point and based on the MACAS proceedings, this paper underscores an important aspect of this approach, namely that curiosity and inquiry extend from a context which is not necessarily purely mathematical. Mathematics is presented in five different educational contexts: (i) mathematics and science, (ii) mathematics and art, (iii) mathematics and technology, (iv) mathematics and literature, and (v) mathematics and citizenship. The contexts reflect that when mathematical entities appear in different contexts, common aspects can be found between creative work in mathematics and art, and in regarding mathematics as part of human culture, and as part of mankind’s struggle to understand the world. With reference to mathematics education as a design science, it is concluded that frameworks that closely link analysis of mathematics content structure, analysis of the educational significance of that content, research on teaching and learning processes, and the development of instructional sequences are needed.
U2 - 10.1007/978-3-031-10518-0_3
DO - 10.1007/978-3-031-10518-0_3
M3 - Book chapter
SN - 9783031105203
SN - 9783031105173
T3 - Mathematics Education in the Digital Era
SP - 31
EP - 42
BT - Mathematics and Its Connections to the Arts and Sciences (MACAS)
A2 - Michelsen, Claus
A2 - Beckmann, Astrid
A2 - Freiman, Viktor
A2 - Jankvist, Uffe Thomas
A2 - Savard, Annie
PB - Springer
ER -