eprintid: 10019484
rev_number: 7
eprint_status: archive
userid: 587
dir: disk0/00/01/94/84
datestamp: 2014-10-29 10:55:27
lastmod: 2017-12-07 21:34:47
status_changed: 2014-10-29 10:55:27
type: thesis
metadata_visibility: show
creators_name: Nickson, M T
title: Social foundations of the mathematics curriculum: a rationale for change
ispublished: unpub
divisions: B14
note: Thesis: PhD  CURR University of London Institute of Education, 1982.
abstract: The nature of educational aims as criteria for worthwhile curriculum
practice is explored and a cross-section of aims for mathematics education
is discussed. An aim for mathematics education which emphasises
the social aspect of the subject in its being, its conduct and its
applications is identified and epistemological foundations for such a
view of the nature of the subject are explored. It is argued that such
an epistemological perspective of mathematics would be reflected in the
social context of the mathematics classroom, arising from a methodology
in which the subject would become more problematic and open to change,
investigation and hypothesis.
The aims of two major mathematics curriculum development projects
(the Nuffield Mathematics Project and the School Mathematics Project)
are examined to determine the extent to which their aims may take the
'social' nature of mathematics into account. The probable social
context of mathematics classrooms using their materials is postulated in
an attempt to characterise the nature of the subject as it is reflected
in these materials. A view of the nature of mathematics held by
practising teachers and by pupils is then established by drawing upon,
and extrapolating from, evidence relating to the social context of
mathematics classrooms at primary and secondary level.
Conclusions follow, which suggest that fundamental change in mathematics
education requires, as a first step, the adoption of a new epistemological
perspective of the subject in order that the pursuit of the
aim which emphasises the social nature of mathematics is achieved. It
is suggested that this, in turn, ultimately could lead to the desired
balance in the mathematics curriculum which hitherto has been lacking.
date: 1982
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?did=9&uin=uk.bl.ethos.630569
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 199
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Nickson, M T;      (1982)    Social foundations of the mathematics curriculum: a rationale for change.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019484/1/Nickson%2C%20M.T.%20Final.pdf