The sightless eyes of reason: Scientific objectivism and school geometry

Melissa Andrade-Molina, Paola Valero

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

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 languageEnglish
Title of host publicationCERME 9 Congress of European Research in Mathematics Education : Proceedings of the 9th Congress of the European Society for Research in Mathematics Education
EditorsK Krainer, N Vondrová
Place of PublicationPrague
PublisherEuropean Society for Research in Mathematics Education
Publication date2015
Pages1551-1557
Publication statusPublished - 2015
Event9th Congress of European Research in Mathematics Education - Prague, Czech Republic
Duration: 4 Feb 20158 Feb 2015

Conference

Conference9th Congress of European Research in Mathematics Education
Country/TerritoryCzech Republic
CityPrague
Period04/02/201508/02/2015

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