The Philosophies Of Mathematics, Mathematics Education And Education

The attitudes of persons not pursuing mathematics in modern day are more neutral, and this downturn arose due to influences like competitive exams, and peer outlooks in and out of school. There’s the tendency to supposing only right and wrong solutions in mathematics, limiting children’s aptitude in handling diverse problems and helping identify mathematics authority as a continually evolving problem solving tool (Jenner, 1988, pp. 74). However, at foundation levels this can be valuable yet undesirable for a world of unanswered mathematics questions, asking how can we live in an age where there are no longer answers? Thus, creates an alternative persistence in society believing that any problem has a solution. The teacher will

Forms of pedagogy, curriculum and assessment all driven by principles, values and ideology, and without consistency occurs negative repercussions. The impacts of these abolish an existing rickety foundation upon which mathematics education sits, nonetheless more notably the teachers and students within the discipline. Nowadays in our social norm, parents strive for assessment credentials for their children, businesses search for applicants with the requisite mathematical skills, whilst social and physical experts seek ready-made mathematical models (Cornelius, 1982, pp. 2). With pressure on students of attaining those short-term goals, this failure can produce a ‘certainty of lifetime unemployment (Cornelius, 1982, pp.11)’. However, it’s not beneficial for schools and educational systems to work within societal structures and set expectations to condition ways of being and thinking, as it doesn’t tailor to the mental learning structure of diverse individuals and diminishes initiative and creativity of those individuals. The overwhelmingly accepted goal of mathematics education seems to want to prepare children to combat for social justice and equity in cultures, this having nothing to do with understanding the subject itself. The desire lies in child

Essentially, a teachers’ influence on learning should be paramount to anything. Education is the aspiration to learn and not obligatory, and society should stress importance of personal knowledge, and begin making headway towards facilitating students becoming mathematically competent and successful. Every mathematics education philosophy implies an imperative feature of education is that it’s an intentional doing; the intentions underpinning this activity constitute aims of education entirely. Personal philosophies of mathematics are unavoidable and mathematics education should serve to establishing thoughtful, sound and well balanced images of mathematics. In mathematics, we seek freedom from contradictions, yet are affected by mathematics education being fraught with them. There are no directorial philosophical principles guiding its course, meaning discovering consistency in underlying philosophy elucidates this. Mathematics and mathematics education should be crucial in society, ‘Mathematics is useful, beautiful and disciplines the mind’ (Travers, K.,