The book Critical Mathematics Education provides Ole Skovsmose's recent contribution to the further development of critical mathematics education. It gives examples of learning environments, which invite students to engage in investigative processes. It discusses how mathematics can be used for identifying cases of social injustice, and it shows how mathematics itself can become investigated critically. Critical Mathematics Education addresses issues with respect to racism, oppression, erosion of democracy, sustainability, formatting power of mathematics, and banality of mathematical expertise. It explores relationships between mathematics, ethics, crises, and critique.

Ole Skovsmose has published what I might call his magnum opus, a 280-page synthesis and extension of his work simply called Critical Mathematics Education. In it he brings together his deep philosophical understanding and theorisation of mathematics itself, mathematics in society from a critical perspective, and mathematics in the teaching, learning and formation of students. For the mathematics education community, especially those concerned with social justice, philosophy, critical pedagogy and the nature of mathematics this is likely to be the publishing event of the year. In this book he offers something lacking in the literature, a philosophy of applied mathematics, as well as much more. Paul Ernest, Emeritus Professor, University of Exeter, UK

Contributes to the further development of critical mathematic education Is relevant for any kind of mathematics teacher education and for in-service training of teachers Addresses examples from primary, secondary, as well as from university education

Autorentext
Ole Ravn is currently professor in the Department of Learning and Philosophy at Aalborg University, where he also earned his PhD. His dissertation was titled "Exploring the Borderland. A study on Reflections in University Science Educations". His research interests include philosophical and cross-disciplinary perspectives on mathematics and science. He has contributed to the field of philosophy and education of mathematics, emphasizing the post-modern conditions for knowledge production and the socio-cultural construction of mathematic in general. Ole Ravn has engaged in research and published also in the fields to do with interdisciplinarity, problem-based learning and the construction of knowledge in collaborative learning processes. Ole Skovsmose has a Master's Degree 1975 from the University of Copenhagen,. Ph.D 1982 from the Royal Danish School of Educational Studies, and Dr.scient 1995 from Aalborg University. From 1982 he has been associateprofessor at Aalborg University. From 1996 professor in mathematics education at The Royal Danish School of Educational Studies. During the period 1998-2004, appointed special professor at Nottingham University. Professor at Aalborg University 1999-2009, now professor emeritus. He has a special interest in critical mathematics education and the philosophy of mathematics. He has explored the notions of landscape of investigation, mathematics in action, students' foreground, and ghettoising. He has been professor at Department of Education, Learning and Philosophy, Aalborg University, Denmark, but is now retired and is living most of his time in Brazil.

Klappentext

The book Critical Mathematics Education provides Ole Skovsmose's recent contribution to the further development of critical mathematics education. It gives examples of learning environments, which invite students to engage in investigative processes. It discusses how mathematics can be used for identifying cases of social injustice, and it shows how mathematics itself can become investigated critically. Critical Mathematics Education addresses issues with respect to racism, oppression, erosion of democracy, sustainability, formatting power of mathematics, and banality of mathematical expertise. It explores relationships between mathematics, ethics, crises, and critique. Ole Skovsmose has published what I might call his magnum opus, a 280-page synthesis and extension of his work simply called Critical Mathematics Education. In it he brings together his deep philosophical understanding and theorisation of mathematics itself, mathematics in society from a critical perspective, and mathematics in the teaching, learning and formation of students. For the mathematics education community, especially those concerned with social justice, philosophy, critical pedagogy and the nature of mathematics this is likely to be the publishing event of the year. In this book he offers something lacking in the literature, a philosophy of applied mathematics, as well as much more. Paul Ernest, Emeritus Professor, University of Exeter, UK

Inhalt

Part I: Learning and Landscapes.- Chapter 1. Concerns and Hopes.- Chapter 2. Landscapes and Racism.- Chapter 3. Democracy and Erosions.- Chapter 4. Sustainability and Risks.- Chapter 5. To Learn or Not to Learn?.- Part II: Crises and Formatting.- Chapter 6. Crisis and Critique.- Chapter 7. Banality of Mathematical Expertise.- Chapter 8. Mathematics and Ethics.- Chapter 9. Mathematics and Crises.- Chapter 10. Picturing or Formatting?.- Part III: Critique and Dialogue.- Chapter 11. Critique of Mathematics.- Chapter 12. Critique of Critique.- Chapter 13. Initial Formulations of Critical Mathematics Education.- Chapter 14. A Dialogic Theory of Learning Mathematics.- Part IV: Width and Depth.- Chapter 15. All Students.- Chapter 16. Beyond Stereotypes.- Chapter 17. Social Theorising and the Formatting Power of Mathematics.- Chapter 18. A Philosophy of Critical Mathematics Education.