Catálogo de publicaciones - libros

This is a survey of research on the social and political dimensions of mathematics education. Based on a critical review of current thinking in five selected areas, the survey found that (1) equitable access and participation in mathematics education is achievable in some countries; (2) mathematics is increasingly perceived as a negotiable field of social practices arising from specific needs and serving certain interests; (3) research seems to re-entrench stereotypes about identities that excel at mathematics and tends to assume a binary between structure and agency; (4) the relations between activism, the material conditions of inequality and mathematics education has remained under-developed and under-represented; and, (5) the nature of a society’s economic structure influences relations in a classroom and may lead to a marginalisation of mathematics learners, specifically those from poor and working class households.

This is a survey of research on the social and political dimensions of mathematics education. Based on a critical review of current thinking in five selected areas, the survey found that (1) equitable access and participation in mathematics education is achievable in some countries; (2) mathematics is increasingly perceived as a negotiable field of social practices arising from specific needs and serving certain interests; (3) research seems to re-entrench stereotypes about identities that excel at mathematics and tends to assume a binary between structure and agency; (4) the relations between activism, the material conditions of inequality and mathematics education has remained under-developed and under-represented; and, (5) the nature of a society’s economic structure influences relations in a classroom and may lead to a marginalisation of mathematics learners, specifically those from poor and working class households.

This is a survey of research on the social and political dimensions of mathematics education. Based on a critical review of current thinking in five selected areas, the survey found that (1) equitable access and participation in mathematics education is achievable in some countries; (2) mathematics is increasingly perceived as a negotiable field of social practices arising from specific needs and serving certain interests; (3) research seems to re-entrench stereotypes about identities that excel at mathematics and tends to assume a binary between structure and agency; (4) the relations between activism, the material conditions of inequality and mathematics education has remained under-developed and under-represented; and, (5) the nature of a society’s economic structure influences relations in a classroom and may lead to a marginalisation of mathematics learners, specifically those from poor and working class households.