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.

摘要

本文主张对教育课程进行重新概念化，使其在实践中处于首要地位。该论点围绕教育的核心目的展开：帮助人们“在值得生活的世界中过上好日子”。生活得好并了解这意味着什么通常是由基于认识论的课程指导的，相反，学校课程决定了教育的实质。我们认为，这种对教育的理解过于狭隘，因此切断了知行之间的关系. 我们建议，人类繁荣需要数学实践课程，重点是数学实践而不是知识。为了证明我们的立场，我们考虑了 Covid-19 危机期间所需的各种数学实践。我们研究了实践方法如何构成面向未来的课程的基础，这些课程可以更好地装备个人和社会以应对扰乱他们日常生活的条件。