A curriculum of mathematical practices

Journal article

Grootenboer, Peter, Edwards-Groves, Christine and Kemmis, Steven. (2021). A curriculum of mathematical practices. Pedagogy Culture and Society. 31(3), pp. 607-625. https://doi.org/10.1080/14681366.2021.1937678
AuthorsGrootenboer, Peter, Edwards-Groves, Christine and Kemmis, Steven
Abstract

This paper argues for reconceptualising an educational curriculum that locates its primacy in practices. The argument is framed around the core purpose of education: to help people ‘live well in a world worth living in’. Living well and learning about what this means is typically guided by epistemologically based curricula, and conversely, school curricula determine the substance of education. We argue that this understanding of education is too narrow, and as a consequence, it severs the relationship between knowing and practising. We propose that a curriculum of mathematical practices is required for human flourishing, where the focus is on mathematical practices rather than predominantly on knowledge. To demonstrate our position, we consider different kinds of mathematical practices needed during the Covid-19 crisis. We examine how a practice-approach forms the basis for a future-oriented curriculum which might better equip individuals and societies to respond to conditions which disrupt their everyday circumstances.

Keywordscurriculum; practice; mathematics education; learning
Year2021
JournalPedagogy Culture and Society
Journal citation31 (3), pp. 607-625
PublisherRoutledge
ISSN1468-1366
Digital Object Identifier (DOI)https://doi.org/10.1080/14681366.2021.1937678
Scopus EID2-s2.0-85107618003
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/14681366.2021.1937678
Research or scholarlyResearch
Page range607-625
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All rights reserved
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Controlled
Output statusPublished
Publication dates
Online09 Jun 2021
Publication process dates
Deposited20 Oct 2021
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