Possibilities for mathematics education? : Aphoristic fragments from the past

POVEY, Hilary and ADAMS, Gill (2018). Possibilities for mathematics education? : Aphoristic fragments from the past. The Mathematics Enthusiast, 15 (1-2), 159-177.

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Our contribution to this special issue is not intended to offer a theoretical argument in conversation with the papers which form The Disorder on Mathematics Education (Straehler-Pohl, Bohlmann and Pais, 2017). It is informed by much of the thinking contained therein and driven by a similar concern with the institutionalisation (and therefore the inevitable co-option and colonisation) of the socio-political dimensions of academic research in mathematics education. However, it is intended to sit alongside as a disorderly and comparatively uninvited guest at the conversation. Rather than advocating a specific set of approaches to the teaching and learning of mathematics for social justice, we are striving after a disorderliness of format to allow the advancement of a (somewhat utopian) imagination and hope, to unsettle ourselves and others and to offer the occasional, penumbrian glimpse of 'the speculative could' (Straehler-Pohl, Pais and Bohlmann, 2017, p. 3). We present research fragments collected as part of an activist project without introduction or comment; however, alongside these, we offer more conventional text on neo-liberalism, the need to historicise the present, aphoristic thinking and the need for "somewhere" to be

Item Type: Article
Additional Information: Article no. 10 of Volume 15, issue 1-2.
Departments - Does NOT include content added after October 2018: Faculty of Social Sciences and Humanities > Department of Teacher Education
Page Range: 159-177
Depositing User: Hilary Povey
Date Deposited: 24 Jul 2017 12:54
Last Modified: 18 Mar 2021 01:22
URI: https://shura.shu.ac.uk/id/eprint/16187

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