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Rowlands, Stuart; Graham, Ted; Berry, John – Science & Education, 2011
Much reference has been made to Paul Ernest's "philosophy of mathematics education" to legitimise a strong fallibilist trend in mathematics education. This article presents the argument that: (1) This philosophy makes unwarranted assumptions that have been taken as "given". For example, that "absolutist" or "Platonist" views of mathematics…
Descriptors: Mathematics Education, Mathematics Instruction, Educational Philosophy, Educational Trends
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Rowlands, Stuart – Science & Education, 2010
There appears to be a widespread assumption that deductive geometry is inappropriate for most learners and that they are incapable of engaging with the abstract and rule-governed intellectual processes that became the world's first fully developed and comprehensive formalised system of thought. This article discusses a curriculum initiative that…
Descriptors: Geometry, Mathematics Instruction, Teaching Methods, English (Second Language)
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Carson, Robert N.; Rowlands, Stuart – Science & Education, 2007
Mathematics begins in human experience thousands of years ago as empirical and intuitive experiences. It takes the deliberate naming of concepts to help crystallize and secure those observations and intuitions as abstract concepts, and to begin separating the concept of number from specific instances of objects. It takes the creation of compact…
Descriptors: Symbols (Mathematics), Concept Formation, Geometry, Mathematics Instruction
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Rowlands, Stuart; Graham, Ted; Berry, John; McWilliam, Peter – Science & Education, 2007
Throughout its long history, the conceptual change literature assumed that student "misconceptions" in mechanics have been formed prior to instruction. As an attempt to shed light on conceptual change, this paper examines some of the trends in the literature and argues that misconceptions may be spontaneous rather than preformed, that schema…
Descriptors: Concept Formation, Misconceptions, Mechanics (Physics), Scientific Concepts
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Carson, Robert; Rowlands, Stuart – Science & Education, 2005
Force in modern classical mechanics is unique, both in terms of its logical character and the conceptual difficulties it causes. Force is well defined by a set of axioms that not only structures mechanics but science in general. Force is also the dominant theme in the "misconceptions" literature and many philosophers and physicists alike have…
Descriptors: Physics, Misconceptions, Motion, Science Instruction