(…) that the later Wittgenstein presents us with an unreservedly social interpretation of mathematics that favours a certain direction for our research on mathematics education. According to this interpretation, mathematics could be considered to be constituted exclusively in complex social processes, in which case any conception of it mirroring a pre-existing world of mathematical objects is rejected. To contrast with the Wittgensteinian position, a Platonist position is presented and the two philosophical positions are discussed in relation to their significance for mathematics education (from the abstract).
- RT @SpringerEdu: Educational Studies in Mathematics 50th Year anniversary with Springer! springer.com/education+%26+… 2 weeks ago
- Ny oversikt over forskning om undervisningskunnskap i matematikk publisert i NOMAD ncm.gu.se/node/8812 1 month ago
- I like the new article in Ed.Stud.Math. on problem solving and theory building in math by Hyman Bass! link.springer.com/article/10.100… 1 month ago
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 4 months ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 7 months ago