Resisting reductionism in mathematics pedagogy
Although breaking down a mathematical problem into smaller parts can often be an effective solution strategy, when the same reductionist approach is applied to mathematics pedagogy the effects are far from beneficial for students. Mathematics pedagogy in UK schools is gaining an increasingly reducti...
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| Format: | Article |
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Taylor and Francis Group
2013
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| Online Access: | https://eprints.nottingham.ac.uk/2465/ |
| _version_ | 1848790792413380608 |
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| author | Foster, Colin |
| author_facet | Foster, Colin |
| author_sort | Foster, Colin |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Although breaking down a mathematical problem into smaller parts can often be an effective solution strategy, when the same reductionist approach is applied to mathematics pedagogy the effects are far from beneficial for students. Mathematics pedagogy in UK schools is gaining an increasingly reductionist flavour, as seen in an excessive focus on bite-sized learning objectives and a tendency for mathematics teachers to path-smooth their students’ learning. I argue that a reductionist mathematics pedagogy severely restricts students’ opportunities to engage in authentic mathematical thinking and deprives them of the enjoyment of solving richer, more worthwhile problems, which would forge connections across diverse areas of the subject. I attribute the rise of a reductionist mathematics pedagogy partly to an assessment-dominated curriculum and partly to a systemic de-professionalisation of teachers through a performative accountability culture in which they are constantly required to prove to non-specialist managers that they are effective. I argue that pedagogical reductionism in mathematics must be resisted in favour of a more holistic approach, in which students are able to bring a variety of mathematical knowledge and skills to bear on rich, challenging and non-routine mathematical tasks. Some principles for achieving this are outlined and some examples are given. |
| first_indexed | 2025-11-14T18:18:15Z |
| format | Article |
| id | nottingham-2465 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T18:18:15Z |
| publishDate | 2013 |
| publisher | Taylor and Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-24652020-05-04T20:20:13Z https://eprints.nottingham.ac.uk/2465/ Resisting reductionism in mathematics pedagogy Foster, Colin Although breaking down a mathematical problem into smaller parts can often be an effective solution strategy, when the same reductionist approach is applied to mathematics pedagogy the effects are far from beneficial for students. Mathematics pedagogy in UK schools is gaining an increasingly reductionist flavour, as seen in an excessive focus on bite-sized learning objectives and a tendency for mathematics teachers to path-smooth their students’ learning. I argue that a reductionist mathematics pedagogy severely restricts students’ opportunities to engage in authentic mathematical thinking and deprives them of the enjoyment of solving richer, more worthwhile problems, which would forge connections across diverse areas of the subject. I attribute the rise of a reductionist mathematics pedagogy partly to an assessment-dominated curriculum and partly to a systemic de-professionalisation of teachers through a performative accountability culture in which they are constantly required to prove to non-specialist managers that they are effective. I argue that pedagogical reductionism in mathematics must be resisted in favour of a more holistic approach, in which students are able to bring a variety of mathematical knowledge and skills to bear on rich, challenging and non-routine mathematical tasks. Some principles for achieving this are outlined and some examples are given. Taylor and Francis Group 2013 Article PeerReviewed Foster, Colin (2013) Resisting reductionism in mathematics pedagogy. The Curriculum Journal, 24 (4). pp. 563-585. ISSN 0958-5176 complexity theory holism mathematics curriculum mathematics education pedagogy reductionism task design teacher accountability teacher professionalism http://www.tandfonline.com/doi/pdf/10.1080/09585176.2013.828630 doi:10.1080/09585176.2013.828630 doi:10.1080/09585176.2013.828630 |
| spellingShingle | complexity theory holism mathematics curriculum mathematics education pedagogy reductionism task design teacher accountability teacher professionalism Foster, Colin Resisting reductionism in mathematics pedagogy |
| title | Resisting reductionism in mathematics pedagogy |
| title_full | Resisting reductionism in mathematics pedagogy |
| title_fullStr | Resisting reductionism in mathematics pedagogy |
| title_full_unstemmed | Resisting reductionism in mathematics pedagogy |
| title_short | Resisting reductionism in mathematics pedagogy |
| title_sort | resisting reductionism in mathematics pedagogy |
| topic | complexity theory holism mathematics curriculum mathematics education pedagogy reductionism task design teacher accountability teacher professionalism |
| url | https://eprints.nottingham.ac.uk/2465/ https://eprints.nottingham.ac.uk/2465/ https://eprints.nottingham.ac.uk/2465/ |