NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ845843
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1062-9017
The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning
Ellis, Mark W.; Berry, Robert Q., III
Mathematics Educator, v15 n1 p7-17 2005
In this article, we argue that the debates about mathematics education that have arisen in the United States over the past decade are the result of a major shift in how we conceptualize mathematical knowledge and mathematics learning. First, we examine past efforts to change mathematics education and argue they are grounded in a common traditional paradigm. Next, we describe the emergence of a new paradigm that has grown out of a coalescence of theories from cognitive psychology, an awareness of the importance of culture to learning, and the belief that all students can and should learn meaningful mathematics. Reforms grounded in the new paradigm have the potential to dramatically alter the way in which students--as well as which students--experience success in school mathematics. We discuss some implications of these reforms related to how mathematics educators might work with teachers of mathematics.
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States