Problem Solving as Theorizing (in process) (original) (raw)

This paper argues that the problem-solving paradigm in mathematics education engenders rigid and uncritical thinking habits that are ultimately harmful to democratic education. It proposes turning to naturalist philosophies of mathematics to revisit the understanding and formulation of the mathematics problem, and to rethink what it is to think mathematically. The paper suggests that a more open understanding of the nature of math problems can found richer mathematics pedagogy.

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