The Universe Does Not Count

Promoting a Humanistic Ontology for Math

Authors

  • Kenneth of Butler university of dayton

Keywords:

Critical Mathematics Education, Critical Pedagogy, Ontology, mathematics conocimiento

Abstract

This is a discussion of how myths about nature of math leads to hegemonic structures in mathematics education. I utilize a Currere temporal methodology. I walk through an autobiographical narrative with my past and future influencing my present. I analyze these data and synthesize a humanistic ontology of mathematics that aligns with a critical mathematics education framework based in work by Freire, Skovsmose, and Gutierrez. This is framed by Freire’s concept that all knowledge is human knowledge. Expanding on work by Skovsmose, I suggest mathematics is an abstract human construct based in culture. Similar to Gutierrez’s mathematics conocimiento, I suggest the foundation of equitable math education must conceptualize math as an abstract cognitive process associated with pattern relation, and structure in which all humans engage.

References

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Gutiérrez, R., Myers, M., & Kokka, K. (2023). The stories we tell: Why unpacking narratives of mathematics is important for teacher conocimiento. The Journal of Mathematical Behavior, 70, 101025.
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Skovsmose, O. (1994) Towards a Philosophy of Critical Mathematics Education.
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Published

2024-05-21