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Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom
Dissertation (MPhil (Mathematics))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613464163254272 |
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| access_status_str | Open Access |
| author2 | Ruttkamp-Bloem, Emma |
| author_browse | Ruttkamp-Bloem, Emma |
| author_facet | Ruttkamp-Bloem, Emma |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MPhil (Mathematics))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/94941 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:33.567Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/94941 Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom Ruttkamp-Bloem, Emma oortjies.piexie@gmail.com Schreiber, Isabel Maria UCTD School Mathematics Philosophy of Mathematics Pedagogy Facts vs Belief Multidisciplinary SDG-04: Quality education Sustainable Development Goals (SDGs) Dissertation (MPhil (Mathematics))--University of Pretoria, 2023. This dissertation investigates the intricate relationship between the philosophy of mathematics and mathematics education, particularly within the South African context. The comprehensive exploration comprises five chapters, each with a distinct focus. Chapter 1 serves as an introduction and contextualization of the study. In Chapter 2, there is an in-depth review of the philosophy of mathematics, exploring various schools of thought, their influence on mathematical knowledge, and their compatibility with teaching practices. This chapter also includes an examination of the landscape of mathematics education in South Africa. Chapter 3 delves into the research methodology, utilizing analytical autoethnography and a variant of grounded theory to collect insights from personal experiences and mathematics educators. Chapter 4 unveils compelling findings, revealing how integrating philosophical perspectives into the classroom enhances curiosity, problem-solving skills, and interdisciplinary connections. Moreover, it investigates the infusion of philosophy into South African mathematics education, elucidating both challenges and opportunities. In the concluding Chapter 5, the study draws from these insights to formulate actionable recommendations. These recommendations offer a roadmap for elevating mathematics education by merging philosophical concepts and pedagogical strategies, ultimately enriching the learning experience for South African learners. Philosophy MPhil (Mathematics) Unrestricted Faculty of Humanities SDG-04: Quality Education 2024-02-26T13:05:29Z 2024-02-26T13:05:29Z 2024-05-14 2023-09-01 Dissertation * A2024 http://hdl.handle.net/2263/94941 10.25403/UPresearchdata.25283407 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD School Mathematics Philosophy of Mathematics Pedagogy Facts vs Belief Multidisciplinary SDG-04: Quality education Sustainable Development Goals (SDGs) Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| title | Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| title_full | Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| title_fullStr | Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| title_full_unstemmed | Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| title_short | Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| title_sort | investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom |
| topic | UCTD School Mathematics Philosophy of Mathematics Pedagogy Facts vs Belief Multidisciplinary SDG-04: Quality education Sustainable Development Goals (SDGs) |
| url | http://hdl.handle.net/2263/94941 |