Abstract
There is a gap between the aims of school geometry in terms of the teaching of spatial abilities to young children, and the dominance of a school geometry rooted in Euclid’s axioms and abstractions. Such gap is not to be explained in terms of a “misimplementation” of the curricular intentions. Rather, the gap evidences elements of the power effects of school geometry on children’s subjectivities. We problematize both the truths circulating in school geometry discourses and the effects on children’s subjectivities, by adopting cultural historical strategies to research the functioning of school geometry curriculum. We argue that school geometry fabricates the scientific minds of the future by training students to see not with the eyes of their bodies, but with the eyes of reason and logic
Original language | English |
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Title of host publication | CERME 9 Congress of European Research in Mathematics Education : Proceedings of the 9th Congress of the European Society for Research in Mathematics Education |
Editors | K Krainer, N Vondrová |
Place of Publication | Prague |
Publisher | European Society for Research in Mathematics Education |
Publication date | 2015 |
Pages | 1551-1557 |
Publication status | Published - 2015 |
Event | 9th Congress of European Research in Mathematics Education - Prague, Czech Republic Duration: 4 Feb 2015 → 8 Feb 2015 |
Conference
Conference | 9th Congress of European Research in Mathematics Education |
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Country/Territory | Czech Republic |
City | Prague |
Period | 04/02/2015 → 08/02/2015 |