Skovsmose / Greer Opening the Cage

Critique and Politics of Mathematics Education
2012
ISBN: 978-94-6091-808-7
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 23, 387 Seiten

Reihe: New Directions in Mathematics and Science Education

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.

Autoren/Hrsg.

Skovsmose, Ole

Greer, Brian

Inhaltsverzeichnis

1;Opening the Cage;4
1.1;TABLE OF CONTENTS;6
1.2;PREFACE;8
1.3;INTRODUCTION: SEEING THE CAGE? THE EMERGENCE OF CRITICAL MATHEMATICS EDUCATION;9
1.3.1;BRIAN GREER AND OLE SKOVSMOSE;9
1.3.2;CRITIQUE OF MATHEMATICS EDUCATION;9
1.3.3;POLITICS OF MATHEMATICS EDUCATION;13
1.3.4;OUTLINE OF THE BOOK;15
1.3.4.1;Part I: Mathematics education is politics;15
1.3.4.2;Part II: Borderland positions;17
1.3.4.3;Intermezzo: Totakahini (The Tale of the Parrot);19
1.3.4.4;Part III: Mathematics and power;20
1.3.4.5;Part IV: Searching for possibilities;22
1.3.5;NOTE;24
1.3.6;REFERENCES;24
1.4;PART I: MATHEMATICS EDUCATION IS POLITICS;28
1.4.1;CHAPTER 1: MATHEMATICS AS A WEAPON IN THE STRUGGLE;29
1.4.1.1;ERIC (RICO) GUTSTEIN;29
1.4.1.2;CONTEXT MATTERS;30
1.4.1.3;GENERATIVE THEMES;32
1.4.1.3.1;Complexities in using generative themes;33
1.4.1.4;GENERATIVE THEMES IN READING AND WRITING THE WORLD WITH MATHEMATICS;34
1.4.1.4.1;Complexities in using generative themes: HIV/AIDS in our communities;36
1.4.1.5;GENERATIVE, “RELATED” THEMES: INTERCONNECTIONS OF RACE, CLASS, AND GENDER;41
1.4.1.5.1;Race, class, and gender – and the displacement unit;42
1.4.1.5.2;Race, class, and gender – and the HIV/AIDS unit;44
1.4.1.5.3;All the themes and their interconnections, complexities, and contradictions;46
1.4.1.6;CONCLUSION;48
1.4.1.7;ACKNOWLEDGMENTS;51
1.4.1.8;NOTES;51
1.4.1.9;REFERENCES;52
1.4.2;CHAPTER 2: A CRITICAL APPROACH TO EQUITY: ALEXANDRE PAIS;55
1.4.2.1;INTRODUCTION;55
1.4.2.2;CRITIQUING RESEARCH ON EQUITY IN MATHEMATICS EDUCATION;58
1.4.2.2.1;Positing equity in the Political;58
1.4.2.2.2;Ideology and dialectics of necessity and contingency;62
1.4.2.2.3;Mapping the “hot topics” in mathematics education research on equity;64
1.4.2.3;CRITIQUING THE IMPORTANCE OF MATHEMATICS;69
1.4.2.3.1;Common shared assumptions: the importance of mathematics in becoming a worker and a citizen;69
1.4.2.3.2;The discourse on the importance of mathematics;71
1.4.2.4;EXCHANGE-VALUE AND CREDITATION;75
1.4.2.4.1;Shifting the importance of mathematics from knowledge to value;75
1.4.2.4.2;The materiality of exclusion;78
1.4.2.5;WHERE DOES THIS TAKE US, IN TERMS OF EQUITY?;81
1.4.2.5.1;Reaching equity;81
1.4.2.5.2;A dialectical materialist approach to the problem of equity;85
1.4.2.6;FINAL COMMENTS;88
1.4.2.7;ACKNOWLEDGEMENTS;90
1.4.2.8;NOTES;90
1.4.2.9;REFERENCES;93
1.4.3;CHAPTER 3: THE ROLE OF MATHEMATICS IN THE DESTRUCTION OF COMMUNITIES, AND WHAT WE CAN DO TO REVERSE THIS PROCESS, INCLUDING USING MATHEMATICS;98
1.4.3.1;MUNIR JAMIL FASHEH;98
1.4.3.2;PARTING OF PATHS;98
1.4.3.3;PLURALITY OF MATHS AND CONQUEST OF KNOWLEDGE: HOW OFFICIAL MATHEMATICS CONTRIBUTED TO DISMANTLING PALESTINIAN SOCIETY;98
1.4.3.4;PLAYING THE ROLE OF THE “CULTURAL IMPERIALIST” IN MY OWN HOME;100
1.4.3.5;ONE PALESTINIAN MAN’S RESPONSE;100
1.4.3.6;SCIENCE VS. WISDOM: HOW SCIENTIFIC AND MODERN TOOLS THAT BRITAIN BROUGHT INTO PALESTINE DESTROYED THE PILLARS ON WHICH PALESTINIAN COMMUNITIES RESTED;101
1.4.3.7;GRADING IS DEGRADING: THE ROLE OF MEASUREMENT IN CONQUERING COMMUNITIES;103
1.4.3.8;THE PARROT BY TAGORE: IMPROVING THE CAGE AND IGNORING THE BIRD;104
1.4.3.9;UNIVERSALS VS. DIVERSITY;105
1.4.3.10;THE IMPORTANCE OF CO-AUTHORING MEANINGS AND MEASURES;105
1.4.3.11;CURRENT SITUATION IN PALESTINE;107
1.4.3.12;USING ARABIC LANGUAGE AND CULTURE TO ENRICH THE TEACHING OF MATHEMATICS IN ARAB SCHOOLS;108
1.4.3.13;NOTES;109
1.4.3.14;REFERENCES;110
1.4.4;CHAPTER 4: THE USA MATHEMATICS ADVISORY PANEL: A CASE STUDY;111
1.4.4.1;BRIAN GREER;111
1.4.4.2;BRIEF DESCRIPTION OF THE PROJECT;111
1.4.4.3;POLITICAL CONTEXT;112
1.4.4.3.1;Recent educational politics in the USA;112
1.4.4.3.2;Hegemonic struggles;113
1.4.4.3.3;The military-industrial-academic complex;114
1.4.4.4;KEY POINTS RAISED BY NMAP;116
1.4.4.4.1;What is mathematics education for?;116
1.4.4.4.2;The disappearance of an academic field;116
1.4.4.4.3;What is accepted as research;117
1.4.4.4.4;Ideological alliances within and beyond the panel;118
1.4.4.5;HOW MATHEMATICS AND MATHEMATICS EDUCATION ARE PORTRAYED;120
1.4.4.5.1;Mathematics as “the A subject”;120
1.4.4.5.2;Algebra to the rescue;121
1.4.4.5.3;Missing mathematics;122
1.4.4.6;LESSONS FOR POLITICAL ENGAGEMENT;123
1.4.4.6.1;Aftermath;123
1.4.4.6.2;Resisting negation of the field;123
1.4.4.7;FINAL COMMENTS;124
1.4.4.8;NOTES;125
1.4.4.9;REFERENCES;125
1.5;PART II: BORDERLAND POSITIONS;129
1.5.1;CHAPTER 5: MATHEMATICS TEACHING AND LEARNING OF IMMIGRANT STUDENTS: AN OVERVIEW OF THE RESEARCH FIELD ACROSS MULTIPLE SETTINGS;130
1.5.1.1;MARTA CIVIL;130
1.5.1.2;DIFFERENT FORMS OF MATHEMATICS;131
1.5.1.3;TEACHER EDUCATION;132
1.5.1.4;ISSUES RELATED TO EDUCATIONAL POLICY;134
1.5.1.5;LANGUAGE, MATHEMATICS, AND IMMIGRANT STUDENTS;135
1.5.1.6;RESEARCH WITH IMMIGRANT PARENTS;137
1.5.1.7;LIMITATIONS AND IMPLICATIONS FOR FURTHER RESEARCH;139
1.5.1.8;ACKNOWLEDGMENTS;142
1.5.1.9;REFERENCES;142
1.5.2;CHAPTER 6: LEARNING OF MATHEMATICS AMONG PAKISTANI IMMIGRANT CHILDREN IN BARCELONA: A SOCIOCULTURAL PERSPECTIVE;146
1.5.2.1;SIKUNDER ALI BABER;146
1.5.2.2;THE CONTEXT OF PAKISTANI IMMIGRANTS IN BARCELONA;146
1.5.2.2.1;Immigrants in Spanish urban society;146
1.5.2.2.2;Pakistani immigrants in Barcelona;148
1.5.2.2.3;Schools in multicultural contexts;149
1.5.2.2.4;Negotiating transitions: Young immigrants in multicultural settings;150
1.5.2.3;A CASE STUDY FROM A SOCIOCULTURAL PERSPECTIVE;152
1.5.2.3.1;Hina’s immigration story;152
1.5.2.3.2;Hina’s engagement with the educational landscape in Barcelona;153
1.5.2.3.3;How Hina’s school meets the challenges of diversity;155
1.5.2.3.4;Hina’s engagement with the processes of learning mathematics at school;158
1.5.2.3.5;Hina’s future expectations;163
1.5.2.4;DISCUSSION AND CONCLUSIONS;164
1.5.2.4.1;Implications for educational policy;166
1.5.2.5;ACKNOWLEDGEMENTS;168
1.5.2.6;NOTE;168
1.5.2.7;REFERENCES;168
1.5.3;CHAPTER 7: MATHEMATICS EDUCATION ACROSS TWO LANGUAGE CONTEXTS: A POLITICAL PERSPECTIVE;170
1.5.3.1;MAMOKGETHI SETATI AND NÚRIA PLANAS;170
1.5.3.2;LANGUAGE, POWER, AND MATHEMATICS TEACHING AND LEARNING;171
1.5.3.2.1;The political role of language;171
1.5.3.2.2;The political use of language;175
1.5.3.3;ANALYSING EMPIRICAL DATA TO UNDERSTAND THE PROBLEM;176
1.5.3.3.1;Teachers’ perspectives;176
1.5.3.3.2;Students’ perspectives;180
1.5.3.4;GENERAL DISCUSSION;183
1.5.3.5;FUTURE RESEARCH;185
1.5.3.6;NOTES;187
1.5.3.7;REFERENCES;187
1.5.4;CHAPTER 8: GENEALOGY OF MATHEMATICS EDUCATION IN TWO BRAZILIAN RURAL FORMS OF LIFE;190
1.5.4.1;GELSA KNIJNIK AND FERNANDA WANDERER;190
1.5.4.2;INTRODUCTION;190
1.5.4.3;DIFFERENT FORMS OF LIFE, DIFFERENT MATHEMATICS;191
1.5.4.4;DIFFERENTIAL INCLUSION AND MATHEMATICS EDUCATION IN TWO BRAZILIAN TIME-SPACE FORMS OF LIFE;194
1.5.4.4.1;Costão rural community during the Nationalization Campaign and mathematics education;195
1.5.4.4.2;Brazilian Landless Movement and mathematics education;198
1.5.4.5;FINAL REMARKS;202
1.5.4.6;ACKNOWLEDGMENTS;203
1.5.4.7;NOTES;203
1.5.4.8;REFERENCES;204
1.5.5;CHAPTER 9: ON BECOMING AND BEING A CRITICAL BLACK SCHOLAR IN MATHEMATICS EDUCATION: THE POLITICS OF RACE AND IDENTITY;206
1.5.5.1;DANNY BERNARD MARTIN AND MAISIE GHOLSON;206
1.5.5.2;TALKING B(L)ACK;207
1.5.5.3;IN-BETWEEN A ROCK AND WHITE/BLACK PLACE;212
1.5.5.4;RAPPING UP;223
1.5.5.5;NOTE;223
1.5.5.6;REFERENCES;223
1.5.6;INTERMEZZO: TOTAKAHINI: THE TALE OF THE PARROT;226
1.5.6.1;RABINDRANATH TAGORE TRANSLATED BY SWAPNA MUKHOPADHYAY;226
1.5.6.2;REFERENCE;228
1.6;PART III: MATHEMATICS AND POWER;229
1.6.1;CHAPTER 10: THE HEGEMONY OF MATHEMATICS;230
1.6.1.1;BRIAN GREER AND SWAPNA MUKHOPADHYAY;230
1.6.1.2;MATHEMATICS AND CULTURAL IMPERIALISM;231
1.6.1.2.1;Eurocentric narrative of history of mathematics;231
1.6.1.2.2;Cultural imperialism in action;232
1.6.1.3;HEGEMONY OF MATHEMATICS IN SOCIETY;233
1.6.1.3.1;Mathematics in action in society;234
1.6.1.3.2;Lack of societal support for critical mathematical agency;235
1.6.1.4;HEGEMONIC ASPECTS OF MATHEMATICS EDUCATION;237
1.6.1.4.1;School mathematics experience as foundational;237
1.6.1.4.2;What mathematics in school, and why?;240
1.6.1.4.3;Mathematics education and cultural violence;242
1.6.1.5;FORMS OF RESISTANCE;243
1.6.1.5.1;Diversity of mathematical practices;243
1.6.1.5.2;Teaching about mathematical modelling and its implications;244
1.6.1.5.3;Culturally responsive mathematics education;245
1.6.1.6;FINAL COMMENTS: HUMANIZING MATHEMATICS EDUCATION;245
1.6.1.7;REFERENCES;246
1.6.2;CHAPTER 11: BRINGING CRITICAL MATHEMATICS TO WORK: BUT CAN NUMBERS MOBILISE?;250
1.6.2.1;KEIKO YASUKAWA AND TONY BROWN;250
1.6.2.2;WHY BRING CRITICAL MATHEMATICS TO WORK?;250
1.6.2.3;HOW CAN WE THINK ABOUT WORKPLACE MATHS?;251
1.6.2.4;HOW DOES MATHEMATICS HELP A CRITICAL READING OF WORK AND THE WORKPLACE?;256
1.6.2.5;UNION ACTIVISTS AS “STORYTELLERS”?;258
1.6.2.6;UNION ACTIVISTS AS “BAREFOOT STATISTICIANS”?;259
1.6.2.7;SO, CAN NUMBERS MOBILISE?;261
1.6.2.8;ACKNOWLEDGEMENT;263
1.6.2.9;NOTES;263
1.6.2.10;REFERENCES;263
1.6.3;CHAPTER 12: SHAPING AND BEING SHAPED BY MATHEMATICS: EXAMINING A TECHNOLOGY OF RATIONALITY;266
1.6.3.1;KEIKO YASUKAWA, OLE SKOVSMOSE AND OLE RAVN;266
1.6.3.2;INTRODUCTION;266
1.6.3.3;MATHEMATICS IN ACTION;268
1.6.3.4;MATHEMATICS AND MODES OF JUSTIFICATION;272
1.6.3.4.1;Giving form to “trust” and committing crime against the state;273
1.6.3.4.2;Justifying with numbers and mobilising through collective interest;275
1.6.3.5;EXPLAINING MATHEMATICS AS A TECHNOLOGY OF RATIONALITY;277
1.6.3.5.1;Social Construction of Technology (SCOT) as a tool for understanding mathematics in action;278
1.6.3.5.2;Actor-network theory (ANT) and the black-boxing of mathematical rationality;279
1.6.3.6;CONCLUSIONS;281
1.6.3.7;NOTES;282
1.6.3.8;REFERENCES;282
1.7;PART IV: SEARCHING FOR POSSIBILITIES;285
1.7.1;CHAPTER 13: POTENTIALS, PITFALLS, AND DISCRIMINATIONS: CURRICULUM CONCEPTIONS REVISITED;286
1.7.1.1;EVA JABLONKA AND UWE GELLERT;286
1.7.1.2;INTRODUCTION;286
1.7.1.3;MAINSTREAM CURRICULUM AND POSITIONS OF RESISTANCE;287
1.7.1.4;MATHEMATICS CURRICULA AS A PRODUCT OF DUAL RECONTEXTUALISATION;288
1.7.1.5;INQUIRY-BASED MATHEMATICS EDUCATION;290
1.7.1.6;ETHNOMATHEMATICS;292
1.7.1.7;MATHEMATICAL MODELLING;295
1.7.1.8;CRITICAL MATHEMATICS LITERACY;298
1.7.1.9;TOWARDS A “RADICAL CONSERVATIVE PEDAGOGY” IN MATHEMATICS EDUCATION?;301
1.7.1.10;ACKNOWLEDGEMENT;302
1.7.1.11;REFERENCES;303
1.7.2;CHAPTER 14: A PHILOSOPHICAL PERSPECTIVE ON CONTEXTUALISATIONS IN MATHEMATICS EDUCATION;307
1.7.2.1;ANNICA ANDERSSON AND OLE RAVN;307
1.7.2.2;INTRODUCTION;307
1.7.2.2.1;“Context” in mathematics education;308
1.7.2.2.2;The aim of the chapter;308
1.7.2.3;THE “CORE” AND THE “CONTEXT” OF MATHEMATICS;309
1.7.2.4;A SWEDISH CASE STUDY ON TWO TYPES OF CONTEXTUALISATION;312
1.7.2.4.1;The school mathematics language game of textbook contextualisation;313
1.7.2.4.2;The school mathematics language game of student-centred contextualisation;316
1.7.2.5;DISCUSSION;319
1.7.2.6;NOTES;320
1.7.2.7;REFERENCES;321
1.7.3;CHAPTER 15: MATHEMATICS EDUCATION AND DEMOCRATIC PARTICIPATION BETWEEN THE CRITICAL AND THE ETHICAL: A SOCIALLY RESPONSE-ABLE APPROACH;323
1.7.3.1;BILL ATWEH;323
1.7.3.2;COMPLEXITIES IN THE RELATIONSHIP BETWEEN MATHEMATICS EDUCATION AND DEMOCRATIC PARTICIPATION;323
1.7.3.3;ETHICS AND CRITIQUE;327
1.7.3.4;TOWARDS SOCIALLY RESPONSE-ABLE MATHEMATICS EDUCATION;330
1.7.3.4.1;Implications of Social Response-ability for the curriculum;331
1.7.3.4.2;Implications of Social Response-ability for pedagogy;333
1.7.3.5;CONCLUDING REMARKS;336
1.7.3.6;REFERENCES;337
1.7.4;CHAPTER 16: TOWARDS A CRITICAL MATHEMATICS EDUCATION RESEARCH PROGRAMME?;340
1.7.4.1;OLE SKOVSMOSE;340
1.7.4.2;THE VARIETY OF SITES FOR LEARNING MATHEMATICS;342
1.7.4.3;THE VARIETY OF FORMS OF MATHEMATICS IN ACTION;346
1.7.4.4;THE VARIETY OF EDUCATIONAL POSSIBILITIES;350
1.7.4.5;CONCLUSIONS: UNCERTAINTIES;355
1.7.4.6;ACKNOWLEDGEMENTS;357
1.7.4.7;NOTES;357
1.7.4.8;REFERENCES;359
1.7.5;CHAPTER 17: OPENING THE CAGE? CRITICAL AGENCY IN THE FACE OF UNCERTAINTY;366
1.7.5.1;OLE SKOVSMOSE AND BRIAN GREER;366
1.7.5.2;CRITIQUE AS A LOGICAL ENDEAVOUR;366
1.7.5.3;CRITIQUE AS AN EPISTEMIC ENDEAVOUR;368
1.7.5.4;CRITIQUE AS A POLITICAL ENDEAVOUR;368
1.7.5.5;CRITIQUE AS A CERTAIN ENDEAVOUR;370
1.7.5.6;DESTRUCTIONS OF FOUNDATIONS;370
1.7.5.7;CRITIQUE WITHOUT LIMITS?;371
1.7.5.8;UNCERTAINTY IN MATHEMATICS AND MATHEMATICS EDUCATION;373
1.7.5.9;DIGGING WHERE WE STAND: WHEN THE CRITIQUE HITS THE REALPOLITIK;377
1.7.5.10;NOTES;380
1.7.5.11;REFERENCES;381
1.8;CONTRIBUTORS;383