The Disorder of Mathematics Education: Challenging the by Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais

By Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais

Examine inside a socio-political paradigm or “turn” has been steadily famous and institutionalized as an enormous a part of arithmetic schooling. This e-book specializes in the ignored difficulties, tensions and contradictions evoked via this strategy. The authors do that by means of not easy present regimes of fact approximately arithmetic schooling; via making a choice on how contemporary technological advancements problem or droop modern conceptions of arithmetic schooling; via critiquing the ideological entanglement of arithmetic, its schooling and education with capitalism; by means of self-reflective analyses of researchers' affects on shaping what's and will be perceived because the perform of arithmetic schooling (research); and via confronting main-stream arithmetic schooling with socio-political contexts which are often missed. during this manner, "mathematical rationality" turns into contextualized inside of modern society, the place it reproduces itself via applied sciences, social practices, media and different spheres of social existence.

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By Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais

Examine inside a socio-political paradigm or “turn” has been steadily famous and institutionalized as an enormous a part of arithmetic schooling. This e-book specializes in the ignored difficulties, tensions and contradictions evoked via this strategy. The authors do that by means of not easy present regimes of fact approximately arithmetic schooling; via making a choice on how contemporary technological advancements problem or droop modern conceptions of arithmetic schooling; via critiquing the ideological entanglement of arithmetic, its schooling and education with capitalism; by means of self-reflective analyses of researchers' affects on shaping what's and will be perceived because the perform of arithmetic schooling (research); and via confronting main-stream arithmetic schooling with socio-political contexts which are often missed. during this manner, "mathematical rationality" turns into contextualized inside of modern society, the place it reproduces itself via applied sciences, social practices, media and different spheres of social existence.

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This account fits well with Laves (1992) observation that children normally know the difference between the world of schooling and life outside of school very well. They know what they are doing when they become skilled in solving the problems encountered in the school setting very well, but they do not understand why they are doing it. When people are immersed in play, they become possessed by what Johan Huizinga (1998) calls “holy seriousness” (cf. Lundin, 2011). They thus start to think, feel, and desire according to the logic of the game, even though they are well aware that it is 30 S.

Hög tid för matematik 2001, p. 11, our translation) However, it is not difficult to find cracks in the surface appearance of universal support for mathematics. Why, for instance, does there seem to be such a pressing need for reform of mathematics education? It is readily acknowledged in the public debate that “many have blockings and anxiety before the subject” (Matematikdelegationen, 2004, p. 201, our translation) and as mathematics education researchers know, there is a whole research area concerned with “mathematics anxiety” (see Fries, 2013 for an overview).

Aftonbladet. Retrieved January 31, 2010. , & Cayley, D. (2005). The rivers north of the future: The testament of Ivan Illich. S. by Publishers Group West. Hög tid för matematik. (2001). Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet. Johnson, C. (2004). Inte så himla viktigt att kunna matematik. DN debatt. Retrieved October 31, 2004. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge Univ. Press. Lave, J. (1992).

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