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Philosophy, mathematics and education

Otte, Michael; Xavier, Gonzaga (2018). Philosophy, mathematics and education. Revista de História da Educação Matemática, 4(1), pp. 197-215 .

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URL Oficial: http://www.histemat.com.br/index.php/HISTEMAT

Resumen

From Aristotle up to the Baroque knowledge was considered as essentially determined by its object. Since Kant and his so-called Copernican Revolution of Epistemology the epistemic subject and the method and means of its activities become equally, or even more important. Mathematics is, first of all, an activity, which has increasingly liberated itself from metaphysical and ontological agendas. As a consequence, the sense of mathematical symbolizations acquired partial independence from reference. The theories of modern science are schemes of interpretation of objective and socio-historical reality, rather than images of it. To observe the dynamics of the complementarity of sense and reference of symbolic representations becomes an important way of all knowledge related research. Perhaps more than any other practice, mathematical practice requires a complementarist approach, if its dynamics and meaning are to be properly understood.

Tipo de Registro:Artículo
Términos clave:Otros términos clave específicos no incluidos en las secciones anteriores > R-S > Significado
11. Educación Matemática y otras disciplinas > Historia de la Educación Matemática
11. Educación Matemática y otras disciplinas > Educación Matemática desde otras disciplinas
Nivel Educativo:Todos los niveles educativos
Código ID:28988
Depositado Por:Monitor Funes 1
Depositado En:11 Jun 2022 21:51
Fecha de Modificación Más Reciente:11 Jun 2022 21:51
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