ABSTRACT
In this section we provide a brief overview and comparison of the groups and their ideologies. Although necessarily superficial, it serves an orientating function, an advance organiser (Ausubel, 1968). The overview, in Table 7.1, uses the elements of the model of educational ideologies (Table 6.3) for its categories. It differs in that two elements are omitted for brevity, and the political ideology (and name) of the social interest group is added, reflecting the social location, aspirations and interests of the group. Overview of the Five Educational Ideologies https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
Social group
Industrial trainer
Technological pragmatist
Old humanist
Progressive educator
Public educator
Political Ideology
Radical right, ‘New Right’
meritocratic, conservative
conservative/liberal
liberal
Democratic socialist
View of Mathematics
Set of Truths, and Rules
Unquestioned body of useful knowledge
Body of structed pure knowledge
process view:personalized maths
Social constructivism
Moral values
Authoritarian ‘Victorian’ values, Choice, Effort, Self-help, Work, Moral Weakness, Us-good, Them-bad
Utilitarian,
Pragmatism,
Expediency, ‘wealth
creation’,
Technological
development
’Blind’ Justice, Objectivity, Rule-centred Structure, Hierarchy, Paternalistic ‘Classical’ view
Person-centred, Caring, Empathy, Human values, Nurturing, Maternalistic, ‘Romantic’ view
Social Justice, Liberty, Equality, Fraternity, Social awareness, Engagement and Citizenship
Theory of Society
Rigid Hierarchy Market-place
Meritocratic Hierarchy
Elitist, Class stratified
soft Hierarchy welfare state
Inequitable hierarchy needing reform
Theory of the Child
Elementary School Tradition: Child ‘fallen angel’ and ‘empty vessel’
Child ‘empty vessel’ and ‘blunttool’ Future worker or manager
Dilute Elementary School view Character building Culture tames
Child-centred, Progressive view, Child: ‘growing flower’ and ‘innocent savage’
Social Conditions view: ‘clay moulded by environment’ and ‘sleeping giant’
Theory of Ability
Fixed and inherited
Inherited ability
Inherited cast of mind
Varies, but needs cherishing
Cultural product: Not Realized by effort fixed
Mathematical aims
‘Back-to-Basics’:numeracy and social training in obedience
Useful maths to appropriate level and Certification (industry-centred)
Transmit body of mathematical knowledge (Maths-centred)
Creativity, Self-realization through mathematics (Child-centred)
Critical awareness and democratic citizenship via mathematics
Theory of Learning
Hard work, effort, practice, rote
Skill acquisition, practical experience
Uderstanding and application
Activity, Play, Exploration
Questioning, Decision making, Negotiation
Theory of Teaching Mathematics
Authoritarian Tranmission, Drill, no ‘frills’
Skill instructor Motivate through work-relevance
Explain, Motivate Pass on structure
Facilitate personal exploration Prevent Failure
Discussion, Conflict Questioning of content and pedagogy
Theory of Resources
Chalk and Talk Only Anti-calculator
Hands-on and Microcomputers
Visual aids to motivate
Rich environment to explore
Socially relevant Authentic
Theory of Assessment in Maths
External testing of simple basics
Avoid cheating External tests and certification Skill profiling
External examinations based on hierarchy
Teacher led internal assessment Avoid failure
Various modes. Use of social issues and content
Theory of Social Diversity
Differentiated schooling by Class Crypto-racist, Monoculturalist
Vary curriculum by future occupations
Vary curriculum by ability only (maths neutral)
Humanize neutral maths for all: Use local culture
Accommodation of social and cultural diversity a necessity
