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- Bennet, Christian, 1954, et al.
(författare)
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Matahematics education and the applicability of mathematics
- 2018
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 4:1, s. 56-73
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Tidskriftsartikel (refereegranskat)abstract
- Real life applications enter primary and secondary school education in two ways – for creating interest in subjects which may otherwise be abstract, and for the purpose of making use of the school subjects in day-to-day situations. Here, the prime example is mathematics. A demand for a close connection between mathematics and applications in school may be found in national curricula, and is present in textbooks. On the other hand mathematics is considered and taught to be a deductive, a priori, science with internal truth makers, structured by propositions and proofs. Mathematics is presented both as empirically grounded and as an analytic science, creating a possible conflict for students. The problem of the applicability of mathematics is also discussed within philosophy of mathematics: How is it possible for a priori truths to contribute essentially to our descriptions of the world? From a philosophical point of view, we try to shed light on how this seeming paradox may be explained and handled. Central are our views on mathematical concepts as explications and on concept formation in mathematics.
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| 2. |
- Cronqvist, Marita
(författare)
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Didethics - a didactic model including professional ethics
- 2017
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 3:1, s. 68-85
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Tidskriftsartikel (refereegranskat)abstract
- Ethics in teaching can be understood in different ways. In this article, ethics in teaching is interpreted as values that are expressed by the teacher through words or actions in interaction with students. Previous research has indicated that ethics in teaching with this meaning is difficult to recognize and verbalize. Professional ethics also seems to be randomized and built mostly on personal feelings. In an empirical study of professional ethics, data was analyzed in order to find the essence of the phenomenon professional ethics. The study indicated a lack of professional ethics in preparing and in following up teacher students for school-based training, in didactic plans and in dialogues with teacher educators in the field. This inspired the development of a didactic model, Didethics, in an attempt to make visible and to raise awareness of the importance of professional ethics in teaching. In this model, the essence of professional ethics according to the result of the empirical study becomes a part of didactics. Therefore, the implementation of the study and the result formulated as the essence of professional ethics is presented first, followed by the didactic model and descriptions of how it can be useful to future teachers.
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