Thesis (Ph.D.)--University of Michigan, 2006. / (UMI)AAI3224718. Adviser: Gary D. Fenstermacher. Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2508.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0547. Adviser: Nicholas Burbules. Includes bibliographical references (leaves 189-193) Available on microfilm from Pro Quest Information and Learning.

Thèse (M.A.)--Université de Sherbrooke (Canada), 2008. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2008. / Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4501. Adviser: Alan Ewert.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1985. / Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0395.

Through philosophical means, this thesis investigates the question: What mathematics can mean to students philosophically and psychologically? It is reasonable to assume that students may touch upon philosophical issues in trying to make sense of mathematics, since, in a sense, all individuals philosophise while searching for meaning in their own activities. Moreover, the existing literature indicates a substantial gap in our understanding of the meaning of mathematics and its philosophy in education. The thesis is based on a hermeneutical perspective. In this context, in-depth interviews were conducted with 17-year-old students in a Greek school. This method allowed me to obtain data which illuminated the objective meaning of students’ philosophical beliefs by way of the subjective, psychological meaning that they attributed to mathematics. The sample consisted of 28 students comprising both sexes and all levels of engagement with mathematics. The main issues that were examined were: whether mathematics exists; whether mathematical knowledge is certain, objective, true and immutable; whether mathematics consists of rules; and whether mathematical knowledge is based on logic or on experience. A thematic analysis helped me to move within the hermeneutical circle of understanding. As well as organising the objective meaning of students’ philosophical beliefs into themes and subthemes, analysis showed how for each student, there was an emergent a story which illustrating how they could combine such beliefs in order to find subjective meaning in mathematics. The most important finding of the study suggests that the students’ beliefs were influenced by common sense, and that students were able to find positive subjective meaning in mathematics when they were able to relate aspects of mathematical reasoning (e.g. certainty, subjectivity, rules, experience) to the operation of their everyday common sense. The study therefore shows that discussing philosophical issues, and in particular mathematical reasoning, could be of considerable benefit for students learning mathematics.

Text in Afrikaans / In hierdie studie is gepoog om vanuit 'n fundamentele pedagogiek-perspektief, die hele aangeleentheid rakende die normatiewe in die tegnokratiese bestel, te belig. Daar is aangedui dat die wyse waarop norme in die tegnokratiese bestel tot vergestalting kom geen vanselfsprekendheid is nie, aangesien die tegnokratiese era deur 'n onloënbare werklikheid van voortdurende verandering gekenmerk word. Hierdie tendens van verandering het meegebring dat outentieke norme, soos dit in die verlede gehuldig is, vandag nie meer die toonaangewende norme in die opvoedingsgebeure van die tegnokratiese era is nie. Trouens, dit blyk of daar vandag weinig of geen plek is waar Christelike norme prakties deur die Christen uitgeleef kan word nie. Om 'n greep op hierdie werklikheid te verkry, is daar 'n antropologies-ontologiese fundering van die mens as normatiewe synde ondemeem. Die bevindinge waartoe gekom is, dui daarop dat die mens die enigste gemoeide met waardes en norme onder die lewende wesens is. Vervolgens is daar 'n dieptestudie op die mens se huweliks- en gesinsituasie ondemeem, ten einde fundamentele uitsprake te kan maak oor die wyse waarop die norme deur die tegnokrasie geraak is. Dit het hieruit geblyk dat die tegnokratiese bestel ook die huweliks- en gesinsituasie nie ongedeerd gelaat het nie, en dat daar vandag ander waardes betreffende die huweliks- en gesinsnorme gehuldig word. Deur 'n diepteskou op die skoolsituasie, soos dit tot openbaring kom in die bedrywigheidstruktuur, kon daar duidelik aangetoon word dat daar 'n waardeverskuiwing ten opsigte van norme ingetree het. Daar word al hoe meer toegegee aan 'n sogenaamde "neutrale" opvoedingspraktyk, wat daartoe lei dat daar 'n felle aanslag teen Christelike norme heers. Verder het dit uit die ondersoek geblyk dat ten spyte van die negatiewe greep wat die tegnokratiese era op die mens se norme het, hy aileen staande kan bly indien hy die norme in sy huwelik, gesin en skoal met openbaringsinhoude van die Heilige Skrif vul. In die verband is spesifiek die Dekaloog uitgelig om as norme vir 'n partikuliere Christelike opvoedingspraktyk in die gesin en skoal te kan dien. / This study attempts to analyse the phenomenon of normativeness in a technocratic society as seen in a fundamental pedagogic-perspective. It is indicated that the way norms are manifested in the technocratic world cannot be accepted as a matter of course, because the present technocratic dispensation is characterized by an indisputable reality of continual change. This tendency to change causes authentic norms, that were adhered to in the past, to no longer be the guiding principles in the education practice of the technocratic dispensation. As a matter of fact, it appears that there is little or no place, where the Christian can practise his Christian norms today. To obtain a grip on this reality, an anthropologic-ontologic foundation of man as a normative being, is embarked upon. The resultant findings indicate that man is the only being involved with values and norms. A radical study is· also made of man's marriage and family situation to highlight fundamental findings on the way norms are being effected by the technocratic dispensation. It becomes evident that the entire marriage and family situation are also vitally affected by the technocratic forces, while it is evident that other values concerning marriage and family norms are practised today. By means of a thorough study of the school situation, as manifested in the activity structures, it becomes clear that a change of values has occurred concerning the norms being applied in schools. Today there is continuous yielding to a so called "neutral" education practice, leading to a sharp attack on Christian norms. Furthermore, research emphasizes that despite the detrimental influence exercised by the technocratic elements upon the norms of man, he can still assert himself if his norms are embedded and sustained by the inspirations of Holy Scripture. The Ten Commandments are specifically selected to be applied as norms for a particular Christian education practice in the home and school. / Educational Studies / D. Ed. (Fundamentele Pedagogiek)

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