Towards a Philosophy of Critical Mathematics Education
In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through which it is possible for Big-Brother to watch the inhabitants of Oceania. However, it is not only import
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Mathematics Education Library VOLUME 15
Managing Editor A.J. Bishop, Monash University, Melbourne, Australia
Editorial Board H. Bauersfeld, Bielefeld, Germany J. Kilpatrick, Athens, US.A. C. Laborde, Grenoble, France G. Leder, Melbourne, Australia S. Turnau, Krakow, Poland
TOWARDS A PHILOSOPHY OF CRITICAL MATHEMATICS EDUCATION by OLE SKOVSMOSE Aalborg University, Denmark
SPRINGER-SCTENCE+BUSINESS MEDIA, B.V.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-90-481-4425-9 ISBN 978-94-017-3556-8 (eBook) DOI 10.1007/978-94-017-3556-8
Printed on acid-free paper
All Rights Reserved © 1994 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1994 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner.
CONTENTS
Acknowledgements
ix
Introduction
1
Chapter 1: Critique and Education
11
1. 2. 3. 4. 5.
12 14 19 21 24
Crisis Critique Emancipation? Critical Education Literacy and Mathemacy
Chapter 2: Democracy and Education
28
1. 2. 3. 4.
28 31 34
5.
Links between 'Democracy' and 'Education' Basic Democratic Ideas Democratic Competence A Problem of Democracy in a Highly Technological Society Education for Miindigkeit
38 40
Chapter 3: Mathematics- A Formatting Power?
42
1. 2. 3. 4. 5.
43 48 50 53 56
Technology and the Vico Paradox Mathematics and Technology Abstractions Formalisations Mathematics as Critical
Chapter 4: A Thematic Approach in Mathematics Education 1. Some Sources of Inspiration 2. Planning a Thematic Approach 3. Comments on the Project 4. The Diary and the 'Results' 5. Exemplarity
v
59 60 62 68 70 73
vi
CONTENTS
Chapter 5: "Golfparken" and "Constructions" 1. 2. 3. 4.
Opinions about Mathematics "Golfparken" "Construction" Comments on the Projects
Chapter 6: Reflective Knowing 1. 2. 3. 4. 5.
Reflective Knowing: A First Delineation Reflections and Modelling Reflective Knowing in Educational Practice Six Entry Points to Reflective Knowing A Note about 'Knowing'
Chapter 7: "Family Support in a Micro-Society" 1. 2. 3. 4. 5.
The Structure of the Project Comments on the Project Reflective Knowing in the Project Understanding 'Formatting' A Note about Challenging Questions
Chapter 8: "Our Community" 1. 2. 3.
The Structure of the Project Comments on the Project Reflective Knowing- An Open Concept
Chapter 9: "Energy" 1. 2. 3. 4.
The Structure of the Project Comments on the Project Formal Language versus Natural Language Comments on Mathemacy
Chapter 10: Intentionality 1. 2. 3. 4. 5.
Dispositions, Intentions and Actions Learning as Action Different Forms of Epistemic Development Personal Fatalism, Servility and Achievement Some Comments on the Projects
79
80 82 86
90 97 98
102 114 118
122
125 125 129 133
136 138
141 142 148 152 155 155 163
166
170
175 176 181
