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An Invitation to Critical Mathematics Education
An Invitation to Critical Mathematics Education deals with a range of crucial topics. Among these are students’ foreground, landscapes of investigation, and mathematics in action. The book is intended for a broad audience: educators, students, teachers, policy makers, anybody interested in the further development of mathematics education. The book discusses concerns and preoccupation. This way it provides an invitation into critical mathematics education.
Towards a Philosophy of Critical Mathematics Education
In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through which it is possible for Big-Brother to watch the inhabitants of Oceania. However, it is not only important to control the activities of the inhabitants, it is important as well to control their thoughts, and the Thought Police are on guard. This is a very direct form of monitoring and control, but Orwell also outlines a more imperceptible and calculated line of thought control. In the Appendix to Nineteen Eighty-Four Orwell explains some struc tures of 'Newspeak', which is going to become the official language of Oceania. Newspeak is being de...
Travelling Through Education
This is a personal notebook from a conceptual travel. But, in a different sense, it also represents a report on travelling. The main part of the manuscript was written in Brazil, Denmark and England, whilst notes have also been inspired by visits to other countries. So, the book not only represents conceptual travel, it also reflects seasons of real travelling.
Critical Mathematics Education
Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics—not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubl...
Critical Mathematics Education: Past, Present and Future
Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers.
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.
Opening the Cage
The picture on the front of this book is an illustration for Totakahini: The tale of the parrot, by Rabindranath Tagore, in which he satirized education as a magnificent golden cage. Opening the cage addresses mathematics education as a complex socio-political phenomenon, exploring the vast terrain that spans critique and politics. Opening the cage includes contributions from educators writing critically about mathematics education in diverse contexts. They demonstrate that mathematics education is politics, they investigate borderland positions, they address the nexus of mathematics, education, and power, and they explore educational possibilities. Mathematics education is not a free enterprise. It is carried on behind bars created by economic, political, and social demands. This cage might not be as magnificent as that in Tagore’s fable. But it is strong. Opening the cage is a critical and political challenge, and we may be surprised to see what emerges.
Meaning in Mathematics Education
What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed—theoretical and practical—and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical...
Meaning in Mathematics Education
What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed—theoretical and practical—and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical...
Foregrounds
"Foregrounds contributes to the development of theories of learning, in particular to theories of learning mathematics. It is relevant to students, student teachers, and researchers in the field of education as well as in mathematics education. Foregrounds contains six parts. Part I provides a summary of the notion of foreground as it has developed since the author introduced the idea in Towards a Philosophy of Critical Mathematics Education. In Part II, the reader meets some students who tell us about their neighbourhood, about drug dealing, violence, and about playing football. They tell us about their teachers, about mathematics, and about what they would like their teachers to do. They t...
