Knowledge construction in mathematics education

What ain’t mathematics education?!

Abstract: In 1996 at the first Iranian Mathematics Education Conference (IMEC1) that was held in Isfahan. I obliged myself as a mathematics educator, to inform the mathematics community at large by presenting a paper entitled “what is mathematics education?” to pave the way for the establishment of the master program of mathematics education in Iran. Now, after 16 years, we need to reflect on t...

Knowledge Construction and Diverging Thinking in Elementary & Advanced Mathematics

This paper begins by considering the cognitive mechanisms available to individuals which enable them to operate successfully in different parts of the mathematics curriculum. We base our theoretical development on fundamental cognitive activities, namely, perception of the world, action upon it and reflection on both perception and action. We see an emphasis on one or more of these activities l...

On Relationships between Beliefs and Knowledge in Mathematics Education

The relationship between beliefs and knowledge is usually left undefined in educational papers. Furinghetti & Pehkonen (2002) point out that when discussing on beliefs it is better distinguish between objective (formal, public) knowledge and subjective (informal, personal) knowledge. Here we understand beliefs as an individual’s subjective knowledge and emotions concerning objects and their rel...

Philosophy of Mathematics, Mathematics Education, and Philosophy of Mathematics Education

The trace of realistic mathematics education in the school mathematics in Iran

Abstract: In the late 70's, in reaction to both "New Math" movement in the United States and "mechanistic mathematics education" approach to mathematics education in Netherland, Realistic Mathematics Education (RME) has been introduced by Freudenthal and his colleagues. In this educational approach, Freudenthal considered mathematics as a human activity. Based on this approach, education should...