### Resumé

Originalsprog | Engelsk |
---|---|

Titel | Philosophy of mathematics education Today |

Redaktører | Paul Ernest |

Antal sider | 13 |

Forlag | Springer |

Publikationsdato | 2018 |

Sider | 99-111 |

ISBN (Trykt) | 978-3-319-77759-7 |

ISBN (Elektronisk) | 978-3-319-77760-3 |

DOI | |

Status | Udgivet - 2018 |

Navn | ICME-13 Topical Surveys |
---|---|

ISSN | 2366-5947 |

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*Philosophy of mathematics education Today*(s. 99-111). Springer. ICME-13 Topical Surveys https://doi.org/10.1007/978-3-319-77760-3_6

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*Philosophy of mathematics education Today.*Springer, ICME-13 Topical Surveys, s. 99-111. https://doi.org/10.1007/978-3-319-77760-3_6

**The amalgam of faith and reason : Euclid’s Elements and the scientific thinker.** / Andrade-Molina, Melissa; Valero, Paola; Ravn, Ole.

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Bidrag til bog/antologi › Forskning › peer review

TY - CHAP

T1 - The amalgam of faith and reason

T2 - Euclid’s Elements and the scientific thinker

AU - Andrade-Molina, Melissa

AU - Valero, Paola

AU - Ravn, Ole

PY - 2018

Y1 - 2018

N2 - Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science —not of faith and religion—, and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. In modern education, the core of this amalgamation continues connecting reason with faith, and science with Platonic views of mathematics. The effect of power is the making of the Modern scientific thinker.

AB - Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science —not of faith and religion—, and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. In modern education, the core of this amalgamation continues connecting reason with faith, and science with Platonic views of mathematics. The effect of power is the making of the Modern scientific thinker.

U2 - 10.1007/978-3-319-77760-3_6

DO - 10.1007/978-3-319-77760-3_6

M3 - Book chapter

SN - 978-3-319-77759-7

SP - 99

EP - 111

BT - Philosophy of mathematics education Today

A2 - Ernest, Paul

PB - Springer

ER -