Constructing Mathematical Knowledge Epistemology and Mathematics Education
Constructing Mathematical Knowledge Epistemology and Mathematics Education by Paul Ernest, published by Falmer Press in 1996, offers a comprehensive examination of the intersection between mathematics education and epistemology. This 282-page book presents a range of perspectives on the learning of mathematics, focusing on constructivist and social theories. It delves into the role of computers in education and incorporates analyses from various fields, including psychoanalysis and hermeneutics, to address critical issues in mathematics learning.
Readers will find a thorough exploration of the nature of inquiry, with a significant emphasis on the role of language in mathematics education. The book also connects the history of mathematics to its teaching and learning practices, providing insights into current research while suggesting directions for future study. This edition serves as a valuable resource for those interested in the educational aspects of mathematics and the theoretical frameworks that support effective learning.
Official synopsis Publisher
This book provides a panorama of complimentary and forward looking perspectives on the learning of mathematics and epistemology from some of the leading contributors to the field. It explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories. It brings analyses from psychoanalysis, Hermeneutics and other perspectives to bear on the issues of mathematics and learning. It enquires into the nature of enquiry itself, and an important emergent theme is the role of language. Finally it relates the history of mathematics to its teaching and learning. The book both surveys current research and indicates orientations for fruitful work in the future.
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