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Landscapes of Investigation
Creating landscapes of investigation is a primary concern of critical mathematics education. It enables us to organise educational processes so that students and teachers are able to get involved in explorations guided by dialogical interactions. It attempts to address explicit or implicit forms of social injustice by means of mathematics, and also to promote a critical conception of mathematics, challenging the assumption that the subject represents objectivity and neutrality. Landscapes of Investigation provides many illustrations of how this can be done in primary, secondary, and university education. It also illustrates how exploring landscapes of investigation can contribute to mathemat...
Critical Mathematics Education
The book Critical Mathematics Education provides Ole Skovsmose’s recent contribution to the further development of critical mathematics education. It gives examples of learning environments, which invite students to engage in investigative processes. It discusses how mathematics can be used for identifying cases of social injustice, and it shows how mathematics itself can become investigated critically. Critical Mathematics Education addresses issues with respect to racism, oppression, erosion of democracy, sustainability, formatting power of mathematics, and banality of mathematical expertise. It explores relationships between mathematics, ethics, crises, and critique. Ole Skovsmose has p...
Inclusive Mathematics Education
The book provides an overview of state-of-the-art research from Brazil and Germany in the field of inclusive mathematics education. Originated from a research cooperation between two countries where inclusive education in mathematics has been a major challenge, this volume seeks to make recent research findings available to the international community of mathematics teachers and researchers. In the book, the authors cover a wide variety of special needs that learners of mathematics may have in inclusive settings. They present theoretical frameworks and methodological approaches for research and practice.
Mapping Equity and Quality in Mathematics Education
Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.
In Doubt
Virtual worlds and other virtual environments offer an adaptable context for applied and situated learning experiences. In this book, educators, instructional designers, librarians, administrators and scholars reflect on how to leverage constructivist, authentic, collaborative and complex interactive educational experiences through the use of these multisensory environments.
Critique as Uncertainty
The title of the book is Critique as Uncertainty. Thus Ole Skovsmose sees uncertainty as an important feature of any critical approach. He does not assume the existence of any blue prints for social and political improvements, nor that certain theoretical structures can provide solid foundations for a critical activities. For him critique is an open and uncertain activity. This also applies to critical mathematics education. Critique as Uncertainty includes papers Ole Skovsmose already has published as well as some newly written chapters. The book addresses issues about: landscapes of investigations, students’ foregrounds, mathematics education and democracy, mathematics and power. Finally it expresses concerns of a critical mathematics education.
Online Distance Education
This book will address the discussion on online distance education, teacher education, and how the mathematics is transformed with the Internet, based on examples that illustrate the possibilities of different course models and on the theoretical construct humans-with-media.
Mathematics Teacher Education in the Public Interest
Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals to support equity in mathematics education and to diversify student interest and participation in mathematics. These goals must also resonate with broader public interest goals to improve educational and social conditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aims to support mathematics teacher educators to prepare teachers with new knowledge and skills to support all students to learn mathematics and to become informed, engaged, and critical citizens within their community, nation, and world. While internationally there is consider...
Proceedings of the 13th International Congress on Mathematical Education
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German...
Dialogue and Learning in Mathematics Education
Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.
