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ERIC Number: EJ838155
Record Type: Journal
Publication Date: 2005-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1051-1970
An Evolutionary Approach to Mathematics Education: Enhancing Learning through Contextual Modification
Abate, Charles J.; Cantone, Kathleen A.
PRIMUS, v15 n2 p157-176 Jun 2005
Contemporary mathematics education is at a crossroads. It has become exposed to forces, both static and dynamic, that pose a challenge to its traditional place in academia. Mathematics has a long-established status as perhaps the most critical foundation for analytical knowledge. But the manner in which mathematics instructors choose to respond to this challenge may well determine the degree of relevance and importance that traditional mathematical theory eventually commands in newly emerging scientific and technological disciplines. In this paper, we will: (a) identify the forces that are acting on contemporary mathematics instruction; (b) examine some of the historical, social, and psychological underpinnings that have given rise to these forces; (c) enumerate the conditions which mathematics instruction must address if it is to remain a viable discipline; and (d) evaluate the relative success of a case study, addressing the role of mathematics instruction for technical career students, that has been designed to address these conditions. (Contains 1 figure.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York