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Commentary on Theories of Mathematics Education

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Politicizing <strong>Mathematics</strong> Educati<strong>on</strong>: Has Politics<br />

G<strong>on</strong>e too Far? Or Not Far Enough?<br />

Bharath Sriraman, Matt Roscoe, and Lyn English<br />

In this chapter we tackle increasingly sensitive questi<strong>on</strong>s in mathematics and mathematics<br />

educati<strong>on</strong>, particularly those that have polarized the community into distinct<br />

schools <strong>of</strong> thought as well as impacted reform efforts. We attempt to address the<br />

following questi<strong>on</strong>s:<br />

• What are the origins <strong>of</strong> politics in mathematics educati<strong>on</strong>, with the progressive<br />

educati<strong>on</strong>al movement <strong>of</strong> Dewey as a starting point?<br />

• How can critical mathematics educati<strong>on</strong> improve the democratizati<strong>on</strong> <strong>of</strong> society?<br />

• What role, if any, does politics play in mathematics educati<strong>on</strong>, in relati<strong>on</strong> to assessment,<br />

research and curricular reform?<br />

• How is the politicizati<strong>on</strong> <strong>of</strong> mathematics educati<strong>on</strong> linked to policy <strong>on</strong> equity,<br />

equal access and social justice?<br />

• Is the politicizati<strong>on</strong> <strong>of</strong> research beneficial or damaging to the field?<br />

• Does the philosophy <strong>of</strong> mathematics (educati<strong>on</strong>) influence the political orientati<strong>on</strong><br />

<strong>of</strong> policy makers, researchers, teachers and other stake holders?<br />

• What role does technology play in pushing society into adopting particular views<br />

<strong>on</strong> teaching and learning and mathematics educati<strong>on</strong> in general?<br />

• What does the future bear for mathematics as a field, when viewed through the<br />

lens <strong>of</strong> equity and culture?<br />

Overview<br />

<strong>Mathematics</strong> educati<strong>on</strong> as a field <strong>of</strong> inquiry has a l<strong>on</strong>g history <strong>of</strong> intertwinement<br />

with psychology. In fact <strong>on</strong>e <strong>of</strong> its early identities was as a happy marriage between<br />

B. Sriraman () · M. Roscoe<br />

Department <strong>of</strong> Mathematical Sciences, The University <strong>of</strong> M<strong>on</strong>tana, Missoula, USA<br />

e-mail: sriramanb@mso.umt.edu<br />

M. Roscoe<br />

e-mail: RoscoeM@mso.umt.edu<br />

L. English<br />

School <strong>of</strong> <strong>Mathematics</strong>, Science, and Technology Educati<strong>on</strong>, Queensland University <strong>of</strong><br />

Technology, Brisbane, Australia<br />

e-mail: l.english@qut.edu.au<br />

B. Sriraman, L. English (eds.), <strong>Theories</strong> <strong>of</strong> <strong>Mathematics</strong> Educati<strong>on</strong>,<br />

Advances in <strong>Mathematics</strong> Educati<strong>on</strong>,<br />

DOI 10.1007/978-3-642-00742-2_58, © Springer-Verlag Berlin Heidelberg 2010<br />

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