2026-09-19T15:42:21Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/80107 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Feinberg, Walter Wilding-Martin, Erin Cecilia 2015-09-25T19:55:22Z 2015-09-25T19:55:22Z 10000-01-01 2009 2009 The main focus of this project is to critically analyze Ernest's philosophy of mathematics education and his conceptions of mathematical knowledge and democratic education. Specifically, I use textual analysis to interpret what he intends for each group of students and to critically analyze the conceptions of mathematical knowledge and democratic citizenship implicit in each set of recommendations. I examine whether these conceptions are consistent with each other and with his philosophy of mathematics education. I argue that while Ernest's general conceptions of mathematical knowledge and democratic citizenship are similar for these two groups, he views mathematicians as producers of mathematical knowledge and the general public as users of this knowledge. This characterization seems to place research mathematicians in a privileged position. Finally, I explore the implications of Ernest's framework for developmental mathematics at the community college level. I discuss what his view would contribute to conversations about educational opportunity, and I use specific examples to illustrate how this framework might be used to evaluate policy and practice in this context. Made available in DSpace on 2015-09-25T19:55:22Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3363111.pdf: 4520507 bytes, checksum: 25f0aab142aa6c40e6b01ad7de442c63 (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81389 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 211 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80107 (MiAaPQ)AAI3363111 eng Education, Community College Paul Ernest's Social Constructivist Philosophy of Mathematics Education text Educational Policy Studies Educational Policy Studies University of Illinois at Urbana-Champaign Dissertation Ph.D.