Towards a Critical Pragmatic Philosophy of Sustainable Mathematics Education
Fuente:
arXiv
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| Format: | Preprint |
| Published: |
2025
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| _version_ | 1866915256308072448 |
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| author | Müller, Dennis |
| author_facet | Müller, Dennis |
| contents | This paper proposes critical pragmatism as a philosophy of sustainable mathematics education to bridge the gap between critical theory and the existing patchwork implementations. Combining existential sustainability as a holistic concept with pragmatic frameworks from the ethics in mathematics education literature creates a foundation enabling critical reflection and pragmatic implementation. We outline how their synthesis naturally leads to a three-stage implementation strategy: cultivating an ethical classroom culture, engaging with ethnomathematics, and tackling complex sustainability problems. Our critical pragmatic approach attempts to build a new philosophical perspective to equip teachers and students with the mathematical competencies, critical perspectives, and ethical grounding necessary to navigate and contribute to a sustainable future and to provide new analytic pathways. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2504_17149 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Towards a Critical Pragmatic Philosophy of Sustainable Mathematics Education Müller, Dennis History and Overview 97D20, 97A40, 97B99, 00A30, 01A80 This paper proposes critical pragmatism as a philosophy of sustainable mathematics education to bridge the gap between critical theory and the existing patchwork implementations. Combining existential sustainability as a holistic concept with pragmatic frameworks from the ethics in mathematics education literature creates a foundation enabling critical reflection and pragmatic implementation. We outline how their synthesis naturally leads to a three-stage implementation strategy: cultivating an ethical classroom culture, engaging with ethnomathematics, and tackling complex sustainability problems. Our critical pragmatic approach attempts to build a new philosophical perspective to equip teachers and students with the mathematical competencies, critical perspectives, and ethical grounding necessary to navigate and contribute to a sustainable future and to provide new analytic pathways. |
| title | Towards a Critical Pragmatic Philosophy of Sustainable Mathematics Education |
| topic | History and Overview 97D20, 97A40, 97B99, 00A30, 01A80 |
| url | https://arxiv.org/abs/2504.17149 |