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Defrosting and re-frosting the ideology of pure mathematics: An infusion of eastern-western perspectives on conceptualising a socially just mathematics education

Luitel, B.C. and Taylor, P.C. (2007) Defrosting and re-frosting the ideology of pure mathematics: An infusion of eastern-western perspectives on conceptualising a socially just mathematics education. Philosophy of Mathematics Education Journal (21).

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Abstract

Adopting a method of writing as inquiry, the paper deconstructs the overriding image of mathematics as a body of pure knowledge, thereby constructing an integral perspective of a socially just mathematics education in Nepal, a south Asian nation that is spiritually and historically rich and culturally and linguistically diverse. Combining a bricolage of storied, interpretive, reflective and poetic genres and an Integral philosophy, we envision a culturally contextualized mathematics education that is inclusive of Nepalese cultural, linguistic and spiritual diversities. This socially just mathematics education would enable Nepalese learners to: (a) co-generate mathematics from their cultural contexts; (b) connect their lived cultural experiences with formal mathematics and vice versa; (c) take up social, cultural and situated inquiry approaches to learning mathematics; and (d) solve real world problems by using different forms of mathematics.

Publication Type: Journal Article
Publisher: University of Exeter Press
Publishers Website: http://socialsciences.exeter.ac.uk/education/resea...
URI: http://researchrepository.murdoch.edu.au/id/eprint/36971
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