A derridean critical contribution to social theories in mathematics education research
Tipo de documento
Autores
Lista de autores
Batarce, Marcelo.
Resumen
In “Whither social theory?”, Pais and Valero (2014, p. 246) considered that social theories in mathematics education research leave “mathematics untouched and outside the possibility of being deconstructed”. In this paper, I discuss this claim from a philosophical point of view. My theoretical reference is the work of Derrida.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Contextos o situaciones | Historia de la Educación Matemática | Otro (resolución) | Reflexión sobre la enseñanza | Teoría social del aprendizaje
Enfoque
Nivel educativo
Educación secundaria básica (12 a 16 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 2)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
312 - 326
Referencias
Batarce, M. (2011) Mathematics in mathematics education: Thinking Derrida within mathematics education. PhD Thesis. London: South Bank University. Davis, P. J., & Hersh, R. (1980). The mathematical experience. London: Penguin. Derrida, J. (1976). Of grammatology. Baltimore, MD: The Johns Hopkins University Press. Derrida, J. (1988). Signature Event Context. In J. Derrida, Limited INC (pp. 1–23). Evanston, IL: Northwestern University Press. Ernest, P. (1993). The philosophy of mathematics education. Bristol, England: The Falmer Press. Freudenthal, H. (1978). Weeding and sowing: Preface to a science of mathematical education. Dordrecht The Netherlands: D. Reidel Publishing Company. Habermas, J. (1987). Beyond a temporalized philosophy of origins: Derrida. In J. Habermas, The philosophical discourse of modernity: Twelve lectures (pp. 161–184). Boston: Massachusetts Institute of Technology. Lins, R. (2006). A centre and a mathematics. In N. Jarmila, M. Hana, K. Magdalena & S. Nad’a (Eds.), Proceedings of the 30th Conference of the International group for the Psychology of Mathematics Education (pp. 67–72). Prague: Charles University. Novotná, J. (2006). Welcome to PME30: Mathematics in the center. In N. Jarmila, M. Hana, K. Magdalena & S. Nad’a (Eds.), Proceeding of the 30th Conference of the International Group for the Psychology of Mathematics Education (pp. liii-lv). Prague: Charles University. Mattos, A., & Batarce, M. (2010) Mathematics education and democracy. ZDM Mathematics Education. 42(3-4), 281–289. doi: 10.1007/ s11858-009-0232-2 Pais, A., & Valero, P. (2014). Whither social theory? Educational Studies in Mathematics. 87, 241-248. doi: 10.1007/s10649-014-9573-z Sfard, A. (1998). The many faces of mathematics: Do mathematicians and researchers in mathematics education speak about the same thing? In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: A search for identity (pp. 491–511). Dordrecht, The Netherlands: Kluwer Academic Publisher. Wittmann, E. C. (1998). Mathematics education as a “design science”. In A. Sierpinska & J. Kilpatrick, Mathematics education as a research domain: A search for identity (pp. 87–103). Dordrecht, The Netherlands: Kluwer Academic Publishers. Zizek, S. (1989). The sublime object of ideology. London: Verso.