What Counts as Mathematics?: Technologies of Power in Adult and Vocational Education (Mathematics Education Library Book 28)

JÜRGEN MAASS & WOLFGANG SCHLÖGLMANN THEORY AND PRACTICE OF MATHEMATICS EDUCATION FOR ADULTS Our world is dominated by technological developments: The philosopher Heinz Hülsmann wrote that “Atom, Gen and Bit” are the three basic principles now (see Hülsmann, 1985). Each of the so-called new technologies is based upon mathematics: The first computer was built as a part of the Manhattan Project to calculate models of the atomic bomb. The human genome project uses computers very often to find out the structure of the genome. And computers are mathematical machines, materialised mathematics. Social organisations, companies, and not least governments use computers to process information. A precondition for this is to formalise the social or economical structure which “produces” the information. This formalisation is a type of mathematisation, too. The social and economical models of organisations or companies are a part of the process of mathematising the world. Last, but not least, mathematics is a part of everyday life and work. People handle money, buy things, do handywork at home (measure areas to paint, and so on). All together, mathematics is not only the basis for technology, economy, work and everyday life, but a part of our culture. It seems clear that everyone in our society should know more about this. "This book is suitable for mathematics and vocational educators, researchers, and research students. Historical, sociological, and practical elements of mathematics within vocational education are set against the emerging impact of technology. Differences between the institution and the workplace are raised as sources of tension as well as offering new possibilities for vocational mathematics education, while recognising that notions of competence and indeed knowledge itself are non-neutral. This is especially important where a comodified view of education poses a key challenge and on-the-job learning is privileged over traditional conceptions of curriculum and pedagogy

examining The Practices Of Mathematics Education Predominant In The Australian Vocational Education And Training Sector, Fitzsimons (monash U., Australia) Criticizes Current Political And Social Structures That Tend To Move Continuing Mathematics Education Towards Non-empowering (for The Students) Models Of Instruction That Are Increasingly Technologized. She Reviews The Research On The Topic And Theorizes On Why Australia Is Practicing Such Educational Methods. Finally She Assesses The Role That Critical Mathematics Could Play In Democratizing Mathematics Education. Annotation (c)2003 Book News, Inc., Portland, Or

Prelude....Pages 1-11 What Counts as Mathematics? Institutions and Images....Pages 13-57 Technology, Mathematucs, and industry....Pages 59-97 Interlude....Pages 99-125 Technologies of Power: Recontextualising Texts....Pages 127-149 Technologies of Power: The Recontextualising Field....Pages 151-181 Technologies of Power: Knowledge Production and Distribution....Pages 183-214 Conclusion....Pages 215-232 In this text historical, sociological, and practical elements of mathematics within vocational education are set against the emerging impact of technology. Differences between the institution and the workplace are raised as sources of tension