Meaning in mathematics education: a political issue
Tipo de documento
Autores
Lista de autores
Skovsmose, Ole
Resumen
By a politics of meaning I refer to the social, economic, cultural and religious conditions for experiencing meaning. I refer as well to the layers of visions, assumptions, presumptions and preconceptions that might construct something as being meaningful. By addressing different politics of meaning in mathematics education I want to show how meaning becomes formatted. In order to do this, I provide a foreground interpretation of meaning. The basic idea is to relate meanings and foregrounds, acknowledging that foregrounds are formed by a range of factors, as well as by the person’s experiences of such factors. Politics of meaning can be analysed with reference to sexism, racism, instrumentalism, and political engagement.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Gestión y calidad | Legislación educativa | Otro (fundamentos) | Usos o significados
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
11
Rango páginas (artículo)
36-46
ISSN
19811322
Referencias
BARTELL, T. G. Is this teaching mathematics for social justice? Teachers’ conceptions of mathematics classrooms for social justice. In: WAGER, A. A.; STINSON , D. W. (Eds.). Teaching mathematics for social justice: Conversations with mathematics educators NCTM, National Council of Mathematics Teachers, USA. p. 113-125. 2012. GUTSTEIN, E. Reflections on teaching and learning mathematics for social justice in urban schools. In: WAGER, A. A.; STINSON , D. W. (Eds.). Teaching mathematics for social justice: Conversations with mathematics educators. NCTM, National Council of Mathematics Teachers, USA. p. 63-78. 2012. KILPATRICK, J. HOYLES C.; SKOVSMOSE, O. Meaning in mathematics education. New York: Springer. 2005. (in collaboration with Valero, P. (Eds.)) MELLIN-OLSEN, S. Instrumentalism as an educational concept. Educational Studies in Mathematics, Dordrecht, Holanda, v.12, p. 351-367. 1981. MOSES, R. B.; COBB, C. E. Radical equations: Civil rights from Mississippi to the Algebra Project. Boston: Beacon Press. 2001 SKOVSMOSE, O. An invitation to critical mathematics education. Rotterdam: Sense Publishers. 2011 SKOVSMOSE, O. Foregrounds: Opaque stories about learning. Rotterdam: Sense Publishers. 2014a SKOVSMOSE, O. Critique as uncertainty. Charlotte, North Carolina, USA: Information Age Publishing. 2014b SKOVSMOSE, O. An intentionality-interpretation of meaning in mathematics education. Educational Studies in Mathematics, v.90, n.3. 2015. Published online: DOI 10.1007/s10649-015-9644-9. SKOVSMOSE, O.; PENTEADO, M. G. Mathematics education and democracy: An open landscape of tensions, uncertainties, and challenges. In: ENGLISH, L. D.; KIRSHNER, D. (Eds.), Handbook of International Research in Mathematics Education. Third Edition. New York, NY: Routledge. 2015. p. 359-373. THOMPSON, P. W. In the absence of meaning… In LEATHAM, K. (Ed.). Vital directions for research in mathematics education. New York, NY: Springer. 2013. p. 57-93