Mathematical paradoxes as pathways into beliefs and polymathy: An experimental inquiry

Research output: Contribution to journalArticlepeer-review

Abstract

This paper addresses the role of mathematical paradoxes in fostering polymathy among pre-service elementary teachers. The results of a 3-year study with 120 students are reported with implications for mathematics pre-service education as well as interdisciplinary education. A hermeneutic-phenomenological approach is used to recreate the emotions, voices and struggles of students as they tried to unravel Russell's paradox presented in its linguistic form. Based on the gathered evidence some arguments are made for the benefits and dangers in the use of paradoxes in mathematics pre-service education to foster polymathy, change beliefs, discover structures and open new avenues for interdisciplinary pedagogy.

Original languageEnglish
Pages (from-to)29-38
Number of pages10
JournalZDM - International Journal on Mathematics Education
Volume41
Issue number1-2
DOIs
StatePublished - 2009

Keywords

  • Beliefs
  • Interdisciplinarity
  • Paradoxes
  • Polymathy
  • Pre-service teacher education
  • Russell's paradox

Fingerprint

Dive into the research topics of 'Mathematical paradoxes as pathways into beliefs and polymathy: An experimental inquiry'. Together they form a unique fingerprint.

Cite this