University of Hertfordshire

By the same authors

The Concept of Culture in Critical Mathematics Education

Research output: Chapter in Book/Report/Conference proceedingChapter

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Original languageEnglish
Title of host publicationThe Philosophy of Mathematics Education Today
EditorsPaul Ernest
Place of PublicationCham, Switzerland
PublisherSpringer Verlag
Pages173-185
Number of pages13
ISBN (Electronic)9783319777603
ISBN (Print)9783319777597
Publication statusPublished - 2018

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.

Notes

© 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

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