Results 1  10
of
60
Democratic access to powerful mathematical ideas
 In L. D. English (Ed.), Handbook of international research in mathematics education. Directions for the 21st Century
, 2002
"... Abstract. The emergence of the informational society creates the paradoxes of inclusion and citizenship, which call into question any simple interpretation of the meaning of “democratic access to powerful mathematical ideas”. In exploring this thesis we put forward ways of understanding what “powerf ..."
Abstract

Cited by 19 (5 self)
 Add to MetaCart
(Show Context)
Abstract. The emergence of the informational society creates the paradoxes of inclusion and citizenship, which call into question any simple interpretation of the meaning of “democratic access to powerful mathematical ideas”. In exploring this thesis we put forward ways of understanding what “powerful mathematical ideas” represent logically, psychologically, culturally and sociologically. As a way of tackling the issues of democratic access to these ideas, we elaborate on three arenas of mathematics education practices where it is possible to build a meaningful participation to committed political action, namely the classroom, school organization, and society both locally and globally. To conclude we explore the potentialities of the space of investigation into democratic access to powerful mathematical ideas defined by the four interpretations of “powerful ” and by the three arenas of democratic access. We point to the necessity of covering this whole space of research in order to give a full picture of the complexity of mathematics education in our current informational society. Carlos had to move out of his home. His mother seems to be worried. She lost her job and the money she made through great effort to pay for the small house is in the hands of the bank. Carlos, a tenth grade student, is one of the many Colombian youngsters who will finish high school at the beginning of the 21 st Century. Many of these students seem to be confused about their future. Teachers insist on the importance of schooling and learning, especially mathematics. Yet how could that help in their actual situation? On the other side of the world, in Denmark, Nicolai got seriously sick after eating a home
Why study values in mathematics teaching: Contextualising the VAMP project. Paper presented at the History of the Pedagogy of Mathematics
, 2000
"... Imagine that you are a Grade 4 mathematics teacher. It is the first day back after the Christmas holiday, and you are talking with your class before getting down to work. You ask if anyone had any 'mathematical ' presents. One boy says that he had been given a mathematical game from his un ..."
Abstract

Cited by 6 (2 self)
 Add to MetaCart
(Show Context)
Imagine that you are a Grade 4 mathematics teacher. It is the first day back after the Christmas holiday, and you are talking with your class before getting down to work. You ask if anyone had any 'mathematical ' presents. One boy says that he had been given a mathematical game from his uncle's country. He says it is very interesting, it has many variations, and he asks if he can show the class how it is played. What would you do? Would you let him show the class and see what develops? Would you say something like: "Well that would be nice, but we don't have time now to do it, maybe later " or maybe: "Excellent, show me after the class, and I'll decide then if we can play it." Are mathematical games a part of your teaching ideas? Would this game fit within your curriculum? Does that matter? In any case, you would probably make your choice in the way that you normally do, and not think much more about it. But the fact remains that you must make a choice, and that choice depends on your values. Here is another example. This happened to me many years ago, and I remember it well. You are studying fractions with a lively class of 12 year old students, and you ask them to suggest a fraction that lies between one half and threequarters. One particularly eager student offers the answer "two
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 ..."
Abstract

Cited by 6 (0 self)
 Add to MetaCart
(Show Context)
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
Mathematical Power: Exploring Critical Pedagogy
 in Mathematics and Statistics,” in Reinventing Critical Pedagogy: Widening the Circle of AntiOppression
, 2006
"... "It no longer suffices to know how things are constituted: we need to seek how things should be constituted so that this world of ours may present less suffering and destitution. " 19thcentury French statistician Eugene Burét Though traditionally viewed as valuefree, mathematics is act ..."
Abstract

Cited by 5 (1 self)
 Add to MetaCart
"It no longer suffices to know how things are constituted: we need to seek how things should be constituted so that this world of ours may present less suffering and destitution. " 19thcentury French statistician Eugene Burét Though traditionally viewed as valuefree, mathematics is actually one of the most powerful, yet underutilized, venues for working towards the goals of critical pedagogy—social, political and economic justice for all. This emerging awareness is due to how critical mathematics educators such as Frankenstein, Skovsmose and Gutstein have applied the work of Freire. Freire’s argument that critical education involves problem posing that challenges all to reconsider and recreate prior knowledge reads like a progressive definition of mathematical thinking. Frankenstein (1990) supports the idea that critical mathematics should involve the ability to ask basic statistical questions in order to deepen one’s appreciation of particular issues and should not be taught as isolated formulas with little relevance to individual experiences. At first, mathematics seems an unlikely vehicle for liberation. As Anderson (1997, p.
2Optimizing Minority Achievement in Rigorous Mathematics Courses: Challenging What We Think We Know
"... This paper is one in a set of four being presented at a national symposium that has as its overall theme Optimizing Mathematics Achievement for All Students. The expectation for the papers is that they will spur critical responses and serve as fuel for productive discussions and followup among the ..."
Abstract

Cited by 4 (0 self)
 Add to MetaCart
(Show Context)
This paper is one in a set of four being presented at a national symposium that has as its overall theme Optimizing Mathematics Achievement for All Students. The expectation for the papers is that they will spur critical responses and serve as fuel for productive discussions and followup among the participants. The four researchers being asked to prepare these papers bring valued experiential backgrounds, theoretical lenses, and methodological approaches to bear. The potential for a fourcorner convergence of ideas from scholars whose teaching, research, and policyrelated work has addressed this issue would seem to portend good news for advancing our understanding of how to achieve the goals inherent in the symposium’s theme. As the author of one of the four papers, my individual charge was to prepare a paper that focuses on Optimizing Minority Achievement in Rigorous Mathematics Courses, a topic very familiar to me and one that I have struggled with for some time. The juxtaposition of minority students, high achievement, and rigorous coursework in mathematics in such a public setting as this symposium is a welcome break from
Landscapes of Investigation
"... Abstract: According to many observations, traditional mathematics education falls within the exercise paradigm. This paradigm is contrasted with landscapes of investigation serving as invitations for students to be involved in processes of exploration and explanation. The distinction between the exe ..."
Abstract

Cited by 4 (0 self)
 Add to MetaCart
Abstract: According to many observations, traditional mathematics education falls within the exercise paradigm. This paradigm is contrasted with landscapes of investigation serving as invitations for students to be involved in processes of exploration and explanation. The distinction between the exercise paradigm and landscapes of investigation is combined with a distinction between three different types of reference which might provide mathematical concepts and classroom activities with meaning: references to mathematics; references to a semireality; and references to a reallife situation. The six possible learning milieus are illustrated by examples. Moving away from the exercise paradigm and in the direction of landscapes of investigation may help to abandon the authorities of the traditional mathematics classroom and to make students the acting subjects in their learning processes. Moving away from reference to pure mathematics and in the direction of real life references may help to provide resources for reflection on mathematics and its applications. My hope is that finding a route among the different milieus of learning may provide new resources for making the students both acting and reflecting and in this way providing mathematics education with a critical dimension. Kurzreferat: Der traditionelle Mathematikunterricht fällt vielen Beobachtungen nach in das Übungsparadigma. Dieses Paradigma wird den "landscapes of investigation " gegenüber gestellt, einer Einladung an Schüler, sich auf den Prozess des Entdeckens und der Erklärung einzulassen. Übungsparadigma und "landscapes of investigation " werden zusammen mit dem
WHAT IS THE PHILOSOPHY OF MATHEMATICS EDUCATION?
"... This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosophy of mathematics education? Use of the preposition ‘a ’ suggests that what is being offered is one o ..."
Abstract

Cited by 3 (0 self)
 Add to MetaCart
This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosophy of mathematics education? Use of the preposition ‘a ’ suggests that what is being offered is one of several such perspectives, practices or areas of study. Use of the definite article ‘the ’ suggests to some the arrogation of definitiveness to the account given. 1 In other words, it is the dominant or otherwise unique account of philosophy of mathematics education. However, an alternative reading is that ‘the ’ refers to a definite area of enquiry, a specific domain, within which one account is offered. So the philosophy of mathematics education need not be a dominant interpretation so much as an area of study, an area of investigation, and hence something with this title can be an exploratory assay into this area. This is what I intend here. Moving beyond the first word, there is the more substantive question of the reference of the term ‘philosophy of mathematics education’. There is a narrow sense that can be applied in interpreting the words ‘philosophy ’ and ‘mathematics education’. The philosophy of some area or activity can be understood as its aims or rationale. Mathematics education understood
Mathematical Modelling in classroom: a sociocritical and
"... discursive perspective ..."
(Show Context)
MATHEMATICS AND THEIR EPISTEMOLOGIES  AND THE LEARNING OF MATHEMATICS
"... This paper reports on the results of a study of the epistemologies of seventy research mathematicians utilising a model containing five categories, sociocultural relatedness, aesthetics, intuition, thinking style and connectivities. The perspectives of the mathematicians demonstrate extreme varia ..."
Abstract

Cited by 2 (0 self)
 Add to MetaCart
(Show Context)
This paper reports on the results of a study of the epistemologies of seventy research mathematicians utilising a model containing five categories, sociocultural relatedness, aesthetics, intuition, thinking style and connectivities. The perspectives of the mathematicians demonstrate extreme variability from one to another but certain persistent themes carry important messages for mathematics education. In particular, although mathematicians research very differently, their pervasive absolutist view of mathematical knowledge is not matched by their stories of how they come to know, nor of how they think about mathematics.
Lives, learning and liberty: The impact and responsibilities of mathematics education
 Bergen University College
, 2004
"... In this paper I draw out themes that run through the three plenary panel papers for PME28 (Johnsen Høines, 2004; Santos, 2004; Vithal, 2004). The linking themes for me are children’s lives, their learning of mathematics and their right to liberty. ..."
Abstract

Cited by 2 (0 self)
 Add to MetaCart
(Show Context)
In this paper I draw out themes that run through the three plenary panel papers for PME28 (Johnsen Høines, 2004; Santos, 2004; Vithal, 2004). The linking themes for me are children’s lives, their learning of mathematics and their right to liberty.