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Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry

机译：数学悖论是通往信仰和多义性的途径：一项实验性探究

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摘要

This paper addresses the role of mathematical paradoxes in fostering polymathy among pre-service elementary teachers. The results of a 3-year study with 120 students are reported with implications for mathematics pre-service education as well as interdisciplinary education. A hermeneutic-phenomenological approach is used to recreate the emotions, voices and struggles of students as they tried to unravel Russell’s paradox presented in its linguistic form. Based on the gathered evidence some arguments are made for the benefits and dangers in the use of paradoxes in mathematics pre-service education to foster polymathy, change beliefs, discover structures and open new avenues for interdisciplinary pedagogy.
机译：本文探讨了数学悖论在职前基础教师中培养多数学的作用。据报道，一项为期三年的研究针对120名学生进行了研究，这对数学的职前教育以及跨学科教育具有重要意义。当学生试图解开以语言形式呈现的罗素悖论时，使用一种解释现象学方法来重现学生的情感，声音和挣扎。根据收集的证据，有人提出了在数学职前教育中使用悖论来培养多学科，改变信念，发现结构并为跨学科教学法开辟新途径的好处和危险的观点。

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