Title:

Ontological Elements of Mathematics Curricula

This project explores the ontological facets of mathematics curricula at three curricular levels; the intended curriculum, the enacted curriculum, and the attained curriculum. At the intended level, ontological assumptions are implicitly embedded in the structure of policy documents and written curricular materials. These assumptions also influence curricula at the enacted level as they shape classroom interactions by providing a basis for what constitutes valid mathematical inquiry. These interactions subsequently shape individual conceptualizations of mathematics as a discipline, meaning that ontological assumptions are readily evident in the attained curriculum. While ontology provides a grounding for the mathematical experiences of students, it is not often explicated by mathematics educators. By intentionally embedding coherent ontologies at all levels in our mathematics curricula, educators can shape student views of and attitudes toward mathematics.

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