Mathematics education as a disciplinary institution
Tipo de documento
Autores
Lista de autores
Kollosche, David.
Resumen
Sociological theories of school see the social function of school not only in the qualification of students, but also in their selection and the legitimisation of contemporary social mechanisms. I argue that a sociological approach towards mathematics education based on Michel Foucault’s theory of disciplinary institutions and dispositifs helps to link these general functions of school to the theory and praxis of mathematics education, providing a language to express connections between school mathematics and society and to critically address issues of selection and legitimisation in the mathematics classroom. In this paper, I will present a reception of Foucault’s theory and its interpretation and use for critical mathematics education. This presentation will be supported by two exemplary studies on mathematics and legitimacy.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Reflexión sobre la enseñanza | Teoría social del aprendizaje | Teorías sociológicas
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | 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 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
698 - 711
Referencias
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