The Concept of Culture in Critical Mathematics Education

Brendan Larvor; Karen  Francois

The Concept of Culture in Critical Mathematics Education

Brendan Larvor, Karen Francois

Philosophy

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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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.

Original language	English
Title of host publication	The Philosophy of Mathematics Education Today
Editors	Paul Ernest
Place of Publication	Cham, Switzerland
Publisher	Springer Nature
Pages	173-185
Number of pages	13
ISBN (Electronic)	9783319777603
ISBN (Print)	9783319777597
Publication status	Published - 2018

Keywords

Culture
Mathematics
education

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MMU_Larvor_Francois_BL_KF_March_2017
© Springer International Publishing AG, part of Springer Nature 2018. This is a post-peer-review, pre-copyedit version of a chapter published in The Philosophy of Mathematics Education Today. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-319-77760-3
Accepted author manuscript, 897 KBLicence: Other

Cite this

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The Concept of Culture in Critical Mathematics Education

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