International Journal of Mathematics Trends and Technology
Volume 2 | Issue 3 | Year 2011 | Article Id. IJMTT-V2I3P503 | DOI : https://doi.org/10.14445/22315373/IJMTT-V2I3P503
The survey of the literature shows that conceptions of mathematics fall along an externally-internally developed continuum, [4] comments, along with others [13], indicate that mathematicians behave like construction lists until challenged. Similar findings may hold for mathematics teachers. The retreat to the external model to discuss their conceptions shows a strong predilection for Platonic views of mathematics. Such conceptions are strongly flavored by dualistic or multiplistic beliefs about mathematics, allowing few teachers to reject an authoritarian teaching style. Even so, the leaders and professional organizations in mathematics education are promoting a conception of mathematics that reflects a decidedly relativistic view of mathematics [14]. Steps to address the gaps between the philosophical bases for current mathematics instruction are important ones that must be addressed in the development and study of mathematics education at all levels.
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Mukesh Kumar, "Conceptions Of Mathematics To Mathematics Education Research," International Journal of Mathematics Trends and Technology (IJMTT), vol. 2, no. 3, pp. 7-10, 2011. Crossref, https://doi.org/10.14445/22315373/IJMTT-V2I3P503
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