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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/1190 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/1190 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/1190 archive 44 disk0/00/00/03/78 2006-03-17 2021-08-27 14:07:10 2008-11-11 04:49:02 article show Hooley Neil neil.hooley@vu.edu.au pub 330000 220000 Education Australian Indigenous education, school mathematics, representations of knowledge This philosophical essay canvasses a number of themes in relation to a more inclusive approach to school mathematics for both Indigenous and non-Indigenous students. As an alternative to current arrangements, the term 'pragmatic mathematics' is suggested as an organising concept of primary and secondary mathematics that emphasises learning by doing and reflection. Accordingly, the essay criticises school mathematics as being overly formalist and procedural and lacking a basis of socio-cultural practice. On the other hand, it is argued that pragmatic mathematics builds upon the enquiry philosophy of Dewey (see McDermott, 1981) and encourages long-term cycles of reflective practice where original and personal mathematical ideas are constructed from personal experience. Learning outcomes are uncertain and are not specified, but do occur within a framework of recognised mathematical knowledge. Clearly, pragmatic mathematics must be democratic and interpretive in orientation and not impose predetermined truth on learners. 2005 published public Journal of Australian Indigenous Issues 8 1 12-23 UNSPECIFIED TRUE 1440 - 5202 Includes bibliographical references: pp. 16-18 FALSE