University of Hertfordshire

By the same authors

The concept of Culture in Critical Mathematics Education

Research output: Chapter in Book/Report/Conference proceedingChapter

Standard

The concept of Culture in Critical Mathematics Education. / Larvor, Brendan; Francois, Karen .

Philosophy of Mathematics Education Today. ed. / Paul Ernest. Cham, Switzerland : Springer Verlag, 2018. p. 163-176.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harvard

Larvor, B & Francois, K 2018, The concept of Culture in Critical Mathematics Education. in P Ernest (ed.), Philosophy of Mathematics Education Today. Springer Verlag, Cham, Switzerland, pp. 163-176.

APA

Larvor, B., & Francois, K. (2018). The concept of Culture in Critical Mathematics Education. In P. Ernest (Ed.), Philosophy of Mathematics Education Today (pp. 163-176). Cham, Switzerland: Springer Verlag.

Vancouver

Larvor B, Francois K. The concept of Culture in Critical Mathematics Education. In Ernest P, editor, Philosophy of Mathematics Education Today. Cham, Switzerland: Springer Verlag. 2018. p. 163-176

Author

Larvor, Brendan ; Francois, Karen . / The concept of Culture in Critical Mathematics Education. Philosophy of Mathematics Education Today. editor / Paul Ernest. Cham, Switzerland : Springer Verlag, 2018. pp. 163-176

Bibtex

@inbook{5fde92668ab340298559afa6ddfe288b,
title = "The concept of Culture in Critical Mathematics Education",
abstract = "A well-known critique in the research literature of critical mathematics education suggests that framing educational questions in cultural terms can encourage ethnic-cultural essentialism, obscure conflicts within cultures and promote an ethnographic or anthropological stance towards learners. Nevertheless, we believe that some of the obstacles to learning mathematics are cultural. ‘Stereotype threat’, for example, has a basis in culture. Consequently, the aims of critical mathematics education cannot be seriously pursued without including a cultural approach in educational research. We argue that an adequate conception of culture is available and should include normative/descriptive and material/ideal dyads as dialectical moments.",
keywords = "Culture , Mathematics, education",
author = "Brendan Larvor and Karen Francois",
year = "2018",
language = "English",
pages = "163--176",
editor = "Ernest, {Paul }",
booktitle = "Philosophy of Mathematics Education Today",
publisher = "Springer Verlag",
address = "Germany",

}

RIS

TY - CHAP

T1 - The concept of Culture in Critical Mathematics Education

AU - Larvor, Brendan

AU - Francois, Karen

PY - 2018

Y1 - 2018

N2 - A well-known critique in the research literature of critical mathematics education suggests that framing educational questions in cultural terms can encourage ethnic-cultural essentialism, obscure conflicts within cultures and promote an ethnographic or anthropological stance towards learners. Nevertheless, we believe that some of the obstacles to learning mathematics are cultural. ‘Stereotype threat’, for example, has a basis in culture. Consequently, the aims of critical mathematics education cannot be seriously pursued without including a cultural approach in educational research. We argue that an adequate conception of culture is available and should include normative/descriptive and material/ideal dyads as dialectical moments.

AB - A well-known critique in the research literature of critical mathematics education suggests that framing educational questions in cultural terms can encourage ethnic-cultural essentialism, obscure conflicts within cultures and promote an ethnographic or anthropological stance towards learners. Nevertheless, we believe that some of the obstacles to learning mathematics are cultural. ‘Stereotype threat’, for example, has a basis in culture. Consequently, the aims of critical mathematics education cannot be seriously pursued without including a cultural approach in educational research. We argue that an adequate conception of culture is available and should include normative/descriptive and material/ideal dyads as dialectical moments.

KW - Culture

KW - Mathematics

KW - education

M3 - Chapter

SP - 163

EP - 176

BT - Philosophy of Mathematics Education Today

A2 - Ernest, Paul

PB - Springer Verlag

CY - Cham, Switzerland

ER -