Institutional issues in the study of school mathematics: Curriculum research |
| |
| Authors: | Thomas S Popkewitz |
| |
| Institution: | (1) University of Wisconsin-Madison, 225 North Mills Street, 53706 Madison, Wisconsin, USA |
| |
| Abstract: | Mathematics cannot be treated solely as a logical construction or a matter of psychological interpretation. What is defined as school mathematics is shaped and fashioned by social and historical conditions that have little to do with the meaning of mathematics as a discipline of knowledge. To understand school conditions, the essay considers (1) the social and cultural issues that underlie the patterns of schooling; (2) the assumptions and implications of curriculum languages for teaching mathematics, and (3) the contradictory meaning of change and reform that underlie current efforts to improve instruction. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
