Researching the Socio-Political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology / Edition 1

Researching the Socio-Political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology / Edition 1

by Paola Valero, Robyn Zevenbergen
     
 

ISBN-10: 1402079060

ISBN-13: 9781402079061

Pub. Date: 08/25/2004

Publisher: Springer US

This book examines mathematics education research from socio-political perspectives. It is organized in dialogic units which examine issues such as the critique of existing research results based on the adoption of socio-political approaches; the implications of alternative theoretical tools in researching mathematics education; the tensions emerging while

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Overview

This book examines mathematics education research from socio-political perspectives. It is organized in dialogic units which examine issues such as the critique of existing research results based on the adoption of socio-political approaches; the implications of alternative theoretical tools in researching mathematics education; the tensions emerging while conducting research in highly conflictive environments; the researchers’ positioning with respect to research participants; and the adoption of socio-political methodological frameworks. As a whole, the book serves to illuminate what it means to say that power is a central constituent of mathematics education practices and research.

This book will be of interest to researchers in mathematics education and general education as well as to graduate students taking courses on mathematics education research.

Product Details

ISBN-13:
9781402079061
Publisher:
Springer US
Publication date:
08/25/2004
Series:
Mathematics Education Library Series, #35
Edition description:
2004
Pages:
280
Product dimensions:
6.10(w) x 9.25(h) x 0.03(d)

Table of Contents

Contributors Preface; Peter McLaren

Introduction: Setting The Scene Of This Book Socio-political perspectives on mathematics education; Paola Valero

First Dialogic Unit: Challenging Traditional Research Areas From Socio-Political Perspectives The socio-political context of the mathematics classroom. Using Bernstein’s theoretical framework to understand classroom communications; Stephen Lerman and Robyn Zevenbergen Assessment, learning and identity; Dylan Wiliam, Hannah Bartholomew and Diane Reay

Second Dialogic Unit: Findrng Alternative Theoretical Tools Postmodernity and social research in mathematics education; Paul Ernest Problematising culture and discourse for mathematics education research. Defining the issues; tools for research; Tony Cotton and Tansy Hardy

Third Dialogic Unit: Researching In Conflictive Situations Dichotomies, complementarities and tensions. Researching mathematics teaching in its social and political context; Núria Gorgorió, Nútria Planas and Alan Bishop Lessons from research with a social movement. A voice from the South; Gelsa Knijnik

Fourth Dialogic Unit: Addressing The Researcher’s Positioning Researching the school mathematics culture of ‘others’. Creating a self-other dialogue; Anna Chronaki The fly on the edge of the porridge bowl. Outsider research in mathematics education; Tamsin Meaney

Fifth Dialogic Unit: Adopting Critical Approaches In Research Methodology Understanding for changing and changing for understanding. Praxis between practice and theory through action research in mathematics education; Bill Atweh Research methodology and critical mathematics education; Ole Skovsmose and Marcelo Borba Methodological challenges for mathematics education research from a critical perspective; Renuka Vithal

Epilogue: Talking Back To Mathematics Education Research School subjects, the politics of knowledge, and the projects of intellectuals in change; Thomas Popkewitz

Name Index Subject Index

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