Some Reflections on the philosophy of Mathematics Education: A Denunciation of the Time and Content Arguments
Ilhan M. Izmirli 1 *
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1 George Mason University, Fairfax, VA 22030, USA* Corresponding Author


Of all the arguments directed against presenting mathematical topics within a cultural and historical context, the most serious ones are those that we will refer to as the time and the content arguments.
In this paper, after briefly describing these stances, we will endeavor to evaluate and refute their rationales using a social constructivist line of reasoning.
To this end, we will first discuss the basic tenets of radical and social constructivism and then, through some simple concrete examples, show how social constructivism organically heralds the pedagogical methodology that imparts mathematical concepts in conjunction with their historical and cultural contexts.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2020, Volume 5, Issue 2, Article No: em0056

Publication date: 24 Mar 2020

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