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dc.contributor.authorGrootenboer, P
dc.contributor.authorEdwards-Groves, C
dc.contributor.authorKemmis, S
dc.date.accessioned2021-09-14T23:57:20Z
dc.date.available2021-09-14T23:57:20Z
dc.date.issued2021
dc.identifier.issn1468-1366
dc.identifier.doi10.1080/14681366.2021.1937678
dc.identifier.urihttp://hdl.handle.net/10072/407847
dc.description.abstractThis 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.
dc.languageen
dc.publisherInforma UK Limited
dc.relation.ispartofjournalPedagogy, Culture and Society
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchCultural studies
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode4702
dc.titleA curriculum of mathematical practices
dc.typeJournal article
dcterms.bibliographicCitationGrootenboer, P; Edwards-Groves, C; Kemmis, S, A curriculum of mathematical practices, Pedagogy, Culture and Society, 2021
dc.date.updated2021-09-09T04:14:38Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in Pedagogy, Culture and Society, 09 Jun 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/14681366.2021.1937678
gro.hasfulltextFull Text
gro.griffith.authorGrootenboer, Peter J.


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