A Contemporary Theory of Mathematics Education Research

1. Front Matter

   Pages i-xxi

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2. Introduction

   • Tony Brown

   Pages 1-10

3. Reason to Believe in Mathematics

   • Tony Brown

   Pages 11-23

4. The Social Packaging of Mathematical Learning in Schools

   • Tony Brown

   Pages 25-33

5. The Ideology of Mastering the Curriculum (with Peter Pawlik)

   • Tony Brown

   Pages 35-47

6. The Social Administration of Mathematics Subject Knowledge Through Teacher Education

   • Tony Brown

   Pages 49-72

7. The Point of My Own Teaching

   • Tony Brown

   Pages 73-89

8. Rethinking Objectivity and Subjectivity

   • Tony Brown

   Pages 91-105

9. Subjectivity and Cultural Adjustment: A Response to Socio-Culturalism

   • Tony Brown

   Pages 107-125

10. The Evolution of Mathematics

    • Tony Brown

    Pages 127-136

11. Back Matter

    Pages 137-151

    PDF

This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education.

In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world hasof itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme.


The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.

• Mathematics education
• Social theory of mathematics education
• Psychoanalytic theory in mathematics education
• Qualitative research in mathematics education
• Psychology of mathematics learning
• Sociology of mathematics learning
• Social theory on mathematical learning
• Contemporary research in mathematics education.
• Improve mathematics teaching
• Mathematics teacher education
• learning and instruction

“I believe that this volume is extremely important … for all those involved in Teacher Education and therefore for the readers of this journal. … Brown’s book provides an innovative viewpoint for anyone involved in teacher education because it allows … rethink the relationship between Mathematics and subjectivity. … Brown’s book offers many hints for thought that may be interesting to the audience of Journal of Mathematics Teacher Education, and more generally to all those involved in Mathematics teacher education.” (Alessandro Ramploud, Journal of Mathematics Teacher Education, Vol. 25 (6), 2022)

• Manchester Metropolitan University, Manchester, UK

  Tony Brown

​Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University. His research mainly considers mathematics education and teacher education through the lens of contemporary social theory. He has written nine previous books and many journal articles in these areas.

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