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Researching the Socio-Political Dimensions of Mathematics Education

Issues of Power in Theory and Methodology

  • Book
  • © 2004

Overview

Editors:
  1. Paola Valero

    1. Aalborg University, Denmark

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    You can also search for this editor in PubMed   Google Scholar

  2. Robyn Zevenbergen

    1. Griffith University, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Organized in dialogic units which examine issues such as the critique of existing research results based on the adoption of socio-political approaches; the implications of alternative theoretical tools in researching mathematics education; the tensions emerging while doing research in highly conflictive environments; the researchers' positioning with respect to research participants; and the adoption of socio-political methodological frameworks.
  • As a whole, the book provides illumination on what it means to say that power is a central constituent of mathematics education practices and research

Part of the book series: Mathematics Education Library (MELI, volume 35)

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Table of contents (20 chapters)

  1. Front Matter

    Pages I-XIV
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  2. Introduction Setting the Scene of this Book

    Pages 1-4

  3. Socio-political Perspectives on Mathematics Education

    • Paola Valero
    Pages 5-23

  4. First Dialogic Unit: Challenging Traditional Research Areas from Socio-political Perspectives

    Pages 25-26

  5. The Socio-political Context of the Mathematics Classroom

    • Stephen Lerman, Robyn Zevenbergen
    Pages 27-42

  6. Assessment, Learning and Identity

    • Dylan Wiliam, Hannah Bartholomew, Diane Reay
    Pages 43-61

  7. Second Dialogic Unit: Finding Alternative Theoretical Tools

    Pages 63-63

  8. Postmodernity and Social Research in Mathematics Education

    • Paul Ernest
    Pages 65-84

  9. Problematising Culture and Discourse for Mathematics Education Research

    • Tony Cotton, Tansy Hardy
    Pages 85-103

  10. Third Dialogic Unit: Researching in Conflictive situations

    Pages 105-105

  11. Dichotomies, Complementarities and Tensions

    • Núria Gorgorió, Núria Planas, Alan Boshop
    Pages 107-123

  12. Lessons from Research with a Social Movement

    • Gelsa Knijnik
    Pages 125-141

  13. Fourth Dialogic Unit: Addressing the Researcher’s Positioning

    Pages 143-143

  14. Researching the School Mathematics Culture of ‘Others’

    • Anna Chronaki
    Pages 145-165

  15. The Fly on the Edge of the Porridge Bowl

    • Tamsin Meaney
    Pages 167-183

  16. Fifth Dialogic Unit: Adopting Critical Approaches in Research Methodology

    Pages 185-185

  17. Understanding for Changing and Changing for Understanding

    • Bill Atweh
    Pages 187-205

  18. Research Methodology and Critical Mathematics Education

    • Ole Skovsmose, Marcelo Borba
    Pages 207-226

  19. Methodological Challenges for Mathematics Education Research from a Critical Perspective

    • Renuka Vithal
    Pages 227-248

  20. Epilogoue: Talking Back to Mathematics Education Research

    Pages 249-249
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Keywords

About this book

Mathematics education research as a discipline is situated at the confluence of an array of diffuse‚ seemingly incommensurable‚ and radically divergent discourses. Research claims that have grown out of mathematics education are wide-ranging and antagonistic rather than circumscribed by hidebound disciplinary frames. While there has never been a unified‚ totalising discipline of knowledge labelled ‘mathematics education research’‚ and while it has always been a contested terrain‚ it is fair to say that the master paradigm out of which this field has been generated has been that of cognitive psychology. Mainstream mathematics education knowledges refracting the master discourse of psychology —whereby cognition serves as the central privileged and defining concept— clearly delimits its possibilities for serving as a social tool of democratic transformation. The central point of departure of this new collection is that mathematics education research is insufficiently univocal to support the type of uncompromising interpretation that cognitive psychologists would bring to it. The hallmark contribution of this pathbreaking volume edited by Paola Valero and Robyn Zevenbergen is the paradigmatic shift the authors have effected in the field of mathematics education research‚ taking up a position at the faultline of socio-cultural analysis and critical pedagogy.

Editors and Affiliations

  • Aalborg University, Denmark

    Paola Valero

  • Griffith University, Australia

    Robyn Zevenbergen

Bibliographic Information

  • Book Title: Researching the Socio-Political Dimensions of Mathematics Education

  • Book Subtitle: Issues of Power in Theory and Methodology

  • Editors: Paola Valero, Robyn Zevenbergen

  • Series Title: Mathematics Education Library

  • DOI: https://doi.org/10.1007/b120597

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 2004

  • Hardcover ISBN: 978-1-4020-7906-1Published: 25 August 2004

  • Softcover ISBN: 978-1-4419-5450-3Published: 08 December 2010

  • eBook ISBN: 978-1-4020-7914-6Published: 11 April 2006

  • Series ISSN: 0924-4921

  • Series E-ISSN: 2214-983X

  • Edition Number: 1

  • Number of Pages: XIV, 280

  • Topics: Mathematics Education, Sociology of Education

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