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Conference Paper: Mathematics textbooks in Berlin and Hong Kong: 'Implicitly platonic' verse 'Pragmatic'
Title  Mathematics textbooks in Berlin and Hong Kong: 'Implicitly platonic' verse 'Pragmatic' 

Authors  
Keywords  Mathematics textbooks 
Issue Date  2010 
Publisher  Center for Science Curriculum Studies, National Taiwan Normal University. 
Citation  The 6th International Conference on Science, Mathematics and Technology Education (SMTE), Hualien, Taiwan, 1922 January 2010 . In the Proceedings of the 6th SMTE, 2010, p. 375380 How to Cite? 
Abstract  In this paper, we will investigate how the two different schools of thoughts, i.e. implicitly platonic and pragmatic,
realize their ideals through the history of mathematics in the textbooks of Berlin and Hong Kong respectively.
History of mathematics has assumed an ambiguous position in the presentation and teaching of mathematics.
Most would agree that mathematical maturity and the ability to solve problems using mathematics, being the
main goals of mathematics education, are very different from an acquaintance of the historical development of
mathematics. And unlike many other subjects whose presentation often requires mentioning the historical
development of the subject, mathematical concepts are selfcontained that they can be presented on their own
with great clarity. The pragmatics regard this as the essence of mathematical thinking; and that mathematics
necessarily involves abstraction from the concrete, reasoning logically and faultlessly, with modeling and
interpretations of results being only the applications of mathematics. The implicit platonics consider such an
approach being both narrow in its view and ineffective pedagogically in its implication. Modeling and
interpretations of results are considered to be important aspects of mathematical ability, and they together with
the reasoning process should be presented with the history of mathematics in order to highlight the interactions
of mathematical ideas and our life. The former school will be illustrated by the textbook in Berlin while the latter
by Hong Kong. 
Description  Conference theme: Envisioning the Future: The Role of Curriculum Materials and Learning Environments in Educational Reform The proceedings of the conference is located at: http://block.sec.ntnu.edu.tw/3C/smte/The%206th%20SMTE%20proceedings.pdf 
Persistent Identifier  http://hdl.handle.net/10722/187656 
ISBN 
DC Field  Value  Language 

dc.contributor.author  Lui, RKW  en_US 
dc.date.accessioned  20130821T07:09:05Z   
dc.date.available  20130821T07:09:05Z   
dc.date.issued  2010  en_US 
dc.identifier.citation  The 6th International Conference on Science, Mathematics and Technology Education (SMTE), Hualien, Taiwan, 1922 January 2010 . In the Proceedings of the 6th SMTE, 2010, p. 375380  en_US 
dc.identifier.isbn  9789577525772   
dc.identifier.uri  http://hdl.handle.net/10722/187656   
dc.description  Conference theme: Envisioning the Future: The Role of Curriculum Materials and Learning Environments in Educational Reform   
dc.description  The proceedings of the conference is located at: http://block.sec.ntnu.edu.tw/3C/smte/The%206th%20SMTE%20proceedings.pdf   
dc.description.abstract  In this paper, we will investigate how the two different schools of thoughts, i.e. implicitly platonic and pragmatic, realize their ideals through the history of mathematics in the textbooks of Berlin and Hong Kong respectively. History of mathematics has assumed an ambiguous position in the presentation and teaching of mathematics. Most would agree that mathematical maturity and the ability to solve problems using mathematics, being the main goals of mathematics education, are very different from an acquaintance of the historical development of mathematics. And unlike many other subjects whose presentation often requires mentioning the historical development of the subject, mathematical concepts are selfcontained that they can be presented on their own with great clarity. The pragmatics regard this as the essence of mathematical thinking; and that mathematics necessarily involves abstraction from the concrete, reasoning logically and faultlessly, with modeling and interpretations of results being only the applications of mathematics. The implicit platonics consider such an approach being both narrow in its view and ineffective pedagogically in its implication. Modeling and interpretations of results are considered to be important aspects of mathematical ability, and they together with the reasoning process should be presented with the history of mathematics in order to highlight the interactions of mathematical ideas and our life. The former school will be illustrated by the textbook in Berlin while the latter by Hong Kong.   
dc.language  eng  en_US 
dc.publisher  Center for Science Curriculum Studies, National Taiwan Normal University.   
dc.relation.ispartof  International Conference on Science, Mathematics and Technology Education  en_US 
dc.subject  Mathematics textbooks   
dc.title  Mathematics textbooks in Berlin and Hong Kong: 'Implicitly platonic' verse 'Pragmatic'  en_US 
dc.type  Conference_Paper  en_US 
dc.identifier.email  Lui, RKW: lui2012@hku.hk  en_US 
dc.identifier.hkuros  217496  en_US 
dc.identifier.spage  375  en_US 
dc.identifier.epage  380  en_US 
dc.publisher.place  Taipei, Taiwan  en_US 