Over 68 years with mathematics: my story of healing from modern superstitions and reclaiming my sense of being and well-being
Tipo de documento
Autores
Lista de autores
Fasheh, Munir.
Resumen
Clarification: Since the 1970s, I don’t remember writing a single word whose meaning does not have connection to some experience (including my quoting stories told by others). This is in harmony with a conviction that started growing within me since I became aware of my illiterate mother’s mathematics, and since I realized that her world formed a “universe” while mine claimed to be “universal”. I can’t think of a word that has universal meaning. Any word I use in this paper is contextual, and in most cases connected to experiences and actions. This new-found awareness led me to avoid teaching and thinking of mathematics out of context. In this paper, I start from the existential situations that I lived, and speak for myself, and invite others to tanaaqush (the closest meaning in English to tanaaqush in Arabic is: “mutually nurturing dialogue”). I am trying to make sense of my experience by saying honestly how I feel and perceive things. This opens oneself to being confronted. I write especially for young people in Arab countries, but also for youth in general: they have been victims of control, mainly through being constantly measured. In a very true sense, this paper is a statement of confessions.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Aspectos socioeconómicos | Colaboración entre colegas | Contextos o situaciones | Historia de la Educación Matemática | Reflexión sobre la enseñanza | Usos o significados
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
33 - 60
Referencias
Fasheh, M. (1990). Community education: To reclaim and transform what has been made invisible. Harvard Educational Review, 60(1), 19–36. Fasheh, M. (1997). Is mathematics in the classroom neutral—or dead? For the Learning of Mathematics, 17(2), 24–27. Fasheh, M. (2002). How to eradicate illiteracy without eradicating illiterates? Paper for the UNESCO round table on “Literacy as Freedom” on the occasion of International Literacy Day, UNESCO, Paris. Retrieved from: http://www.swaraj.org/shikshantar/fasheh_ illiteracy.htm Huntingdon, S. P. (1996). The clash of civilizations and the remaking of world order. New York, NY: Simon & Schuster. Huntingdon, S. P. (2004). Who are we? The challenges to America’s national identity. New York, NY: Simon & Schuster. Jensen, A. R. (1969). How much can we boost IQ and scholastic achievement? Harvard Educational Review, 30(1), 1–123. Macaulay, T. B. (1835). Indian Education: Minute of 2nd February, 1835. Reprinted in G. M. Young (Ed.). (1952). Macaulay, prose and poetry, (p. 722). Cambridge, MA: Harvard University Press. Poerksen, U. (1995). Plastic words: The tyranny of a modular language. University Park, PA: Penn State University Press. [Originally published in German, 1988].