Abstract
With democracy in mind, promoting students’ cognitive, personal, and social development can inform and shape the mathematics curriculum and classroom practice with the goal of their becoming more capable, self-reflective, and socially aware human beings. Toward that realization, their mathematics experience could include: heuristics, as it provides a natural language for problem solving; habits of mind, so students can think and act with a more developed “reflective intelligence”; and multiple-centers investigations, where collaborations based on shared mathematical interest can be pursued. In this way, their education would be “a fostering, a nurturing, a cultivating process” that supports the development of democratic society.
Project Muse URL
https://muse.jhu.edu/pub/60/article/923158
Recommended Citation
Gordon, Marshall
(2023)
"Teaching Mathematics with Democracy in Mind,"
Education and Culture: Vol. 39
:
Iss.
1,
Article 4.
Available at:
https://docs.lib.purdue.edu/eandc/vol39/iss1/art4
