Socio Political Dimensions of Mathematics Education : From the Margin to Mainstream

This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13 th International Congress on Mathematical Education (ICME-13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in other areas of mathematics education—for example, in several of the plenary presentations at the ICME-13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts. Front Matter ....Pages i-x Mainstreaming of the Sociopolitical in Mathematics Education (Renuka Vithal, Murad Jurdak)....Pages 1-12 Front Matter ....Pages 13-13 Integrating the Sociocultural and the Sociopolitical in Mathematics Education (Murad Jurdak)....Pages 15-33 Towards an Ethics of Mathematical Application (Felix Lensing, Hauke Straehler-Pohl)....Pages 35-51 How to Be a Political Social Change Mathematics Education Activist (Peter Appelbaum)....Pages 53-73 Front Matter ....Pages 75-75 Recognising and Identifying the Participant and Researcher in Mathematics Education Research: A Sociopolitical Act (Lisa Darragh)....Pages 77-94 Truth, Power and Capitalist Accumulation in Mathematics Education (Alexandre Pais)....Pages 95-109 Front Matter ....Pages 111-111 Teaching Financial Mathematics Through a Critical Approach in a University Environment (Celso Ribeiro Campos, Aurélio Hess, Renata Moura Sena)....Pages 113-131 Mathematics Education for Social Justice: A Case Study (Gustavo Bruno, Natalia Ruiz-López, César Sáenz de Castro)....Pages 133-150 Outcome of the Market: The Outdated Mathematics Teacher (Alex Montecino)....Pages 151-168 Front Matter ....Pages 169-169 Mathematics Curricula: Issues of Access and Quality (Tamsin Meaney)....Pages 171-189 Policy Production Through the Media: The Case of More Mathematics in Early Childhood Education (Troels Lange, Tamsin Meaney)....Pages 191-207 “Now There’s Everything to Stop You”: Teacher Autonomy Then and Now (Gill Adams, Hilary Povey)....Pages 209-230 Back Matter ....Pages 231-234 "This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13thInternational Congress on Mathematical Education (ICME 13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both an aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in o1̀ther areas of mathematics education?for example, in several of the plenary presentations at the ICME 13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts"--Page 4 of cover Annotation This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13th International Congress on Mathematical Education (ICME 13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both an aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in other areas of mathematics education--for example, in several of the plenary presentations at the ICME 13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13thInternational Congress on Mathematical Education (ICME 13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both an aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in o1̀ther areas of mathematics education - for example, in several of the plenary presentations at the ICME 13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts