This paper makes a case for placing knowledge at the centre of the school mathematics curriculum, and for knowledge building and knowledge differentiation as critical for both equity and excellence, emphasising that knowledge is much more than a set of descriptions of content as might typically be found in a curriculum document or textbook. The paper commences by discussing the implications of the traditional epistemological view of knowledge as justified true belief for mathematics education and uses this to build a preliminary description of knowledge building. Ideas from critical realism are then used to show that it is not so much the content of knowledge that matters but the production of knowledge and to build an enhanced conception of knowledge building in school mathematics. A distinction is made between knowledge and knowing that provides a non-relativist yet fallible view of knowledge, recognising its emergent but directed nature through its production and legitimation within established fields. The importance of knowledge building as a democratic right is then discussed, highlighting the importance of specialised knowledge and arguing that knowledge differentiation provides a basis for a conception of school mathematics curriculum that is dynamic and empowering. The paper concludes by discussing a range of potential theoretical and empirical research projects arising from a focus on knowledge and knowledge building in school mathematics.

中文翻译：

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（重新）确定学校数学的知识建设议程

本文提出了将知识置于学校数学课程的中心，以及知识建立和知识差异对于公平和卓越至关重要的理由，强调知识远不止是通常描述的一组内容描述在课程文档或教科书中。本文首先讨论了传统认识论知识作为数学教育的正当真正信念的含义，并以此为基础来构建知识的初步描述。批判现实主义的思想然后被用来表明，知识的内容并不仅仅是重要的知识内容，而是知识的产生，并在学校数学中建立了增强的知识建构概念。知识与知识之间存在区别，它提供了一种非相对论的但容易犯错的观点，通过在既定领域内的生产和合法性认识到了它的出现，但却是有方向性的。然后讨论了知识建设作为民主权利的重要性，强调了专门知识的重要性，并指出知识差异为动态和授权的学校数学课程的概念提供了基础。本文通过讨论一系列潜在的理论和实证研究项目作为总结，这些研究项目源于对学校数学知识和知识构建的关注。然后讨论了知识建设作为民主权利的重要性，强调了专门知识的重要性，并指出知识差异为动态和授权的学校数学课程的概念提供了基础。本文通过讨论一系列潜在的理论和实证研究项目作为总结，这些研究项目源于对学校数学知识和知识构建的关注。然后讨论了将知识建设作为民主权利的重要性，强调了专门知识的重要性，并认为知识差异为动态和授权的学校数学课程概念提供了基础。本文通过讨论一系列潜在的理论和实证研究项目作为总结，这些研究项目源于对学校数学知识和知识构建的关注。