The separation of mathematics from reality in scientific and educational discourse

dc.contributor.authorSchürmann, Uwe
dc.contributor.editorErnest, Paul
dc.date.accessioned2024-02-19T12:22:17Z
dc.date.available2024-02-19T12:22:17Z
dc.date.issued2018-06-10
dc.description.abstractThis contribution aims to illustrate that the separation between mathematics and reality is an outcome of several shifts in historic mathematics discourse. Therefore, Foucault’s method of problematisation and Deleuze’s distinction between axiomatic and problematic formalisation in mathematics are used to emphasize these shifts. Afterwards, a special attention is paid to mathematics teaching in German history. Here, it will be considered how reality was treated in the mathematics classroom due to the socio-political circumstances at a particular time.
dc.identifier.doihttps://doi.org/10.1007/978-3-319-77760-3_15
dc.identifier.isbn978-3-030-08532-2
dc.identifier.isbn978-3-319-77760-3
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/44423
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofThe philosophy of mathematics education today
dc.relation.ispartofseriesICME-13 Monographs
dc.spatialCham
dc.subjectDeleuze
dc.subjectFoucault
dc.subjectFrege
dc.subjectMathematics education
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesen
dc.titleThe separation of mathematics from reality in scientific and educational discourse
dc.type04A - Beitrag Sammelband
dspace.entity.typePublication
fhnw.InventedHereNo
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.affiliation.hochschulePädagogische Hochschule FHNWde_CH
fhnw.affiliation.institutInstitut Primarstufede_CH
fhnw.openAccessCategoryClosed
fhnw.pagination241–251
fhnw.publicationStatePublished
relation.isAuthorOfPublication879b8a8b-60f3-46a0-9ae0-3c8fdcbb3b73
relation.isAuthorOfPublication.latestForDiscovery879b8a8b-60f3-46a0-9ae0-3c8fdcbb3b73
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