By Nataly Z. Chesky, Mark R. Wolfmeyer
ISBN-10: 1137535466
ISBN-13: 9781137535467
ISBN-10: 1349568775
ISBN-13: 9781349568772
Philosophy of STEM schooling makes use of philosophical how to examine STEM education's objective and assumptions. It information the why (axiology), the how (epistemology) and the what (ontology) of STEM via drawing upon a number of philosophies of schooling, technology, arithmetic, and know-how.
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Additional info for Philosophy of STEM Education: A Critical Investigation
Sample text
0007 40 Philosophy of STEM Education of mathematics, it would seem fallibilist claims seem to relate most easily to this objective since the cultural status of numbers would help loosen the western hegemonic power of mathematics. Certainly, the political pedagogies seem to correlate the easiest with democratic aims; however, all these depend on what definition of democracy one is using. It would seem that utilitarian and democratic aims for mathematics education are the antithesis to each other, but this may not be the case.
We collapse these five into three categories: utilitarian, cognitive, and democratic aims of education, so that we can better differentiate the aims of mathematics education as they currently exist in current reform discourses. Utilitarian aims can encompass the first two of Ernest’s categories, since the commonality is that mathematics education ought to provide the skills and knowledge needed for a productive adult life. Cognitive aims assume that only learning high levels of mathematics ought to be the central import for education, thus this category relates best with the humanist aim, but, we will argue, the progressive aims may fit as well since these are also interested in the direct learning comprehension of the mathematics student.
Brantlinger (2011a, 2011b) began his own academic career as an action researcher who passionately believed in critical mathematics pedagogy and used it in an urban classroom to empower his students. However, during the course of his research, Brantlinger became increasingly skeptical of critical mathematics perspective. He writes: “Although I see benefits to critical pedagogy, I am wary of critical and other utilitarian versions of school mathematics that explicitly or implicitly eschew value of disciplinary-focused school mathematics .
Philosophy of STEM Education: A Critical Investigation by Nataly Z. Chesky, Mark R. Wolfmeyer
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