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 .

The Philosophy of Mathematics Education Today. ed. / Paul Ernest. Cham, Switzerland : Springer Verlag, 2018. p. 173-185.

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.), The Philosophy of Mathematics Education Today. Springer Verlag, Cham, Switzerland, pp. 173-185.

APA

Larvor, B., & Francois, K. (2018). The Concept of Culture in Critical Mathematics Education. In P. Ernest (Ed.), The Philosophy of Mathematics Education Today (pp. 173-185). Springer Verlag.

Vancouver

Larvor B, Francois K. The Concept of Culture in Critical Mathematics Education. In Ernest P, editor, The Philosophy of Mathematics Education Today. Cham, Switzerland: Springer Verlag. 2018. p. 173-185

Author

Larvor, Brendan ; Francois, Karen . / The Concept of Culture in Critical Mathematics Education. The Philosophy of Mathematics Education Today. editor / Paul Ernest. Cham, Switzerland : Springer Verlag, 2018. pp. 173-185

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. {\textquoteleft}Stereotype threat{\textquoteright}, 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",
note = "{\textcopyright} 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",
year = "2018",
language = "English",
isbn = "9783319777597",
pages = "173--185",
editor = "Ernest, {Paul }",
booktitle = "The 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

N1 - © 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

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

SN - 9783319777597

SP - 173

EP - 185

BT - The Philosophy of Mathematics Education Today

A2 - Ernest, Paul

PB - Springer Verlag

CY - Cham, Switzerland

ER -