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Enabling access: Toward multicultural developmental education
 Journal of Developmental Education
, 2004
"... “Multiculturalism ” is a term without a fixed set of meanings. ..."
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“Multiculturalism ” is a term without a fixed set of meanings.
Empowerment in Mathematics Education
 Retrieved April 15, 2002, from the World Wide Web: http://www.ex.ac.uk/~PErnest/pome15/empowerment.htm
, 2000
"... this paper I explore the meaning of empowerment in the teaching and learning of mathematics. The main part of the paper is devoted to distinguishing three different but complementary meanings of empowerment concerning mathematics: mathematical, social and epistemological empowerment. Mathematical ..."
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this paper I explore the meaning of empowerment in the teaching and learning of mathematics. The main part of the paper is devoted to distinguishing three different but complementary meanings of empowerment concerning mathematics: mathematical, social and epistemological empowerment. Mathematical empowerment concerns gaining the power to use mathematical knowledge and skills in school mathematics
The Role of Culture in Teaching and Learning Mathematics
, 2005
"... Mathematics education there has experienced a major revolution in perceptions (cf. Kuhn, 1970) comparable to the Copernican revolution that no longer placed the earth at the center of the universe. This change has implicated beliefs about the role of culture in the historical development of mathemat ..."
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Mathematics education there has experienced a major revolution in perceptions (cf. Kuhn, 1970) comparable to the Copernican revolution that no longer placed the earth at the center of the universe. This change has implicated beliefs about the role of culture in the historical development of mathematics (Eves, 1990), in the practices of mathematicians (Civil, 2002; Sfard, 1997), in its political aspects (Powell & Frankenstein, 1997), and hence necessarily
No compromise on equity in mathematics education: Developing an infrastructure
 In W. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity. Reston, VA: National Council of Teachers of Mathematics
, 2000
"... Because of the conflict and compromise that accompany reform efforts, there is every reason to believe that the goal of equity, particularly because it is again cast as a residual effect, will not be achieved. —George Stanic The next steps for me are to check my actions—to question if I, in some way ..."
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Because of the conflict and compromise that accompany reform efforts, there is every reason to believe that the goal of equity, particularly because it is again cast as a residual effect, will not be achieved. —George Stanic The next steps for me are to check my actions—to question if I, in some way, treat my students in ways that are not equitable. Therefore to me this week has been about enlightenment, personal growth, and cultural awareness. These are not just math issues, but ones that plague our society. —Teacher at end of fourday workshop The first quotation above raises an important question: What can educators doto ensure that the goal of equity in mathematics education is not compromised? The second indicates that it may be possible to address equity meaningfully and productively in professional development despite the conflicts, resistance, and controversy that efforts on behalf of equity generate. The progress made to date in mathematics education reform has been based on the substantial infrastructure (theory, methods, leadership, resources) developed over the past two or three decades. That infrastructure encompasses theoretical, methodological, curricular, and human resources. Theories of constructivism (including social constructivism) have been widely disseminated. Methods for helping teachers reflect on and change mathematics curriculum and pedagogy have been developed and shared. Revisions of curricular and assessment materials have received considerable funding from both private and public sources. Articles, reports, and books have been written about pedagogy, content, and assessment. Large numbers of educators have become skilled leaders of professional development. In spite of the impressive gains made in developing an infrastructure for guiding reform in curriculum, pedagogy, and assessment, there is no comparable infrastructure for equity. Without it, even those who are committed to not compromising on equity will find it difficult to make progress. Other observers have noted the lack of infrastructure. In his review of the research on race, ethnicity, social class, language, and achievement in mathe
DISCOURSES OF POWER IN MATHEMATICS EDUCATION RESEARCH: CONCEPTS AND POSSIBILITIES FOR ACTION
"... Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is pu ..."
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Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is put forward. Three main discourses are identified: Power as an intrinsic capacity, power as structural imbalance, and power as distributed positioning. Identifying these discourses allows clarifying the values associated to mathematics education and the pedagogical imaginaries that are possible to envision for mathematics teaching and learning.
Angles as Tool for Grasping Space: Teaching of Angles Based on Students ’ Experiences with Physical Activities and Body Movement
, 2007
"... Printed by Tromsprodukt AS The term physical activity and body movement is used to have as broad a perspective as possible upon the students ’ use of their own bodies. When a climber stands still in the middle of a climbing route, situations can occur where the observer claims that quite a lot of ph ..."
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Printed by Tromsprodukt AS The term physical activity and body movement is used to have as broad a perspective as possible upon the students ’ use of their own bodies. When a climber stands still in the middle of a climbing route, situations can occur where the observer claims that quite a lot of physical activity goes on while there is no actual body movement. If a person stands on the ground and bends her or his arms, some observers will claim that no physical activity goes on; the person is just moving her or his arms. ii To Marius, Sigurd, Yngvar and Ragnar iii …geometry is grasping space. And since it is about the education of children, it is grasping that space in which the child lives, breathes and moves. The space that the child must learn to know, explore, conquer, in order to live, breathe and move better in it. (Freudenthal, 1973, p. 403) If the students experience the process of reinventing mathematics as expanding common sense, then they will experience no dichotomy between everyday life experience and mathematics. Both will be part of the same reality (Gravemeijer and Doorman, 1999, p. 127). iv ACKNOWLEDGEMENTS The work leading to this thesis has been carried out during the years 20032007 at the
Numeracy and mathematical, scientific and technological literacy 1
"... Today, there are so many mathematical operations which have structured our social and natural environment that it is not possible to imagine what reality might have been before. Mathematical devices to control, organise, predict and manipulate nature and social life have penetrated every part of rea ..."
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Today, there are so many mathematical operations which have structured our social and natural environment that it is not possible to imagine what reality might have been before. Mathematical devices to control, organise, predict and manipulate nature and social life have penetrated every part of reality. A major part of what our pupils use to take for nature given and "objective constraints", the factual circumstances and situations in which they grow up in their "natural environment " are artefacts. However, when living and dealing with them, we all rarely are aware of that, and certainly much less of the fact that all this shaping and modelling originally was undertaken for very specific purposes which might have been lost or vanished while their impacts are still there: petrified intentions and interests as materialisations of mathematical modelling. A circular process is involved here. Society becomes increasingly formalized and mathematized by the influence of largescale economic and technological change. In turn, this increasingly technological dominated environment increases the level of technical and mathematical expertise required to sustain it. Many human activities are now seen as having a formal character which, through mathematics, can be controlled and changed. This power to effect change makes possible ends and purposes, which appear to be both, unavoidable and objective.
Adult Literacy National Projects Numeracy in Practice Effective Pedagogy in Numeracy for Unemployed Young People
, 1997
"... project team and do not necessarily reflect the view of the Commonwealth and the ..."
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project team and do not necessarily reflect the view of the Commonwealth and the
OLE SKOVSMOSE AND MARCELO BORBA RESEARCH METHODOLOGY AND CRITICAL MATHEMATICS EDUCATION
"... The label ‘critical mathematics education ’ refers to a variety of perspectives and activities, which highlight some concerns.1 Critical mathematics education is concerned with the social and political aspects of the learning of mathematics. It is concerned with providing access to mathematical idea ..."
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The label ‘critical mathematics education ’ refers to a variety of perspectives and activities, which highlight some concerns.1 Critical mathematics education is concerned with the social and political aspects of the learning of mathematics. It is concerned with providing access to mathematical ideas for everybody independent of colour of skin, gender and class. It is concerned with the use and function of mathematics in practice, being an advanced technological application or an everyday use. It is concerned with the life in the classroom, which should represent a democratic forum, where ideas are presented and negotiated.2 It is concerned with the development of critical citizenship. Keeping such concerns in mind, what would it mean to do research in mathematics education? Clearly enough it could mean to draw attention to certain problematic issues related to mathematics education, and many such issues have been pointed out as relevant for critical mathematics education: the social background of the children; the multilingual and the multicultural classroom; the pattern of communication in the classroom; the children’s already established mathematical concepts; the organising of project work in mathematics education; the reliability of mathematics in practice; the ideology of certainty; the distribution of resources and the access to computers. However, we want to concentrate on methodological aspects of doing research. Do some research methodologies ‘resonate ’ with the concerns of critical mathematics education?3 Does it make sense to talk about a research methodology —maybe some methodologies — as being in ‘harmony ’ with the concerns of critical mathematics education? Going through the literature, we can find relevant studies sharing the concerns of critical mathematics education which embrace action research, participatory research and participatory action research as relevant.4 Apparently, there seems to be established some connections between educational