Mathematical Literacy and Globalisation
 Ole Skovsmose
 … show all 1 hide
Abstract
If mathematics and power are interrelated in a globalised world, what does that mean for a mathematical literacy to be either functional or critical? The discussion of this question is organised in three steps:
First, different processes of globalisation are outlined. The thesis of indifference – that mathematics is a pure science without any sociopolitical or technological significance – is contrasted with the thesis of significance – that mathematics in action can operate in powerful ways, and power can be exercised though mathematics in action
Second, the processes of constructing, operating, consuming and marginalising are analysed. Here mathematics is operating, and mathematical literacy might be either functional or critical: (1) Processes of construction include advanced systems of knowledge and techniques, by means of which technology, in the broadest interpretation of the term, is maintained and further developed. (2) Processes of operation refer to work practices and job functions where mathematics may operate, although without surfacing in the situation. (3) Processes of consuming refer to situations in which one is addressed as a receiver of goods, information, services, obligations, etc. (4) Processes of marginalising turn out to be an aspect of globalisation, governed by a neoliberal economy, which is far from being inclusive
Third, as conclusion, I get to the aporia, which questions the very distinction: functionalcritical. On the one hand, I find this distinction important with respect to mathematical literacy. On the other hand, the distinction is vague, maybe illusive. Being both important and vagueillusive indicates the aporia we have to deal with, with respect to any critical mathematics education
 Alrø, H., & Skovsmose, O. (2002). Dialogue and learning in mathematics education: Intention, reflection, critique. Dordrecht: Kluwer.
 Archibugi, D., & Lundvall, B. Å. (Eds.) (2001). The globalizing learning economy. Oxford: Oxford University Press.
 Apple, M. (1992). Do the standards go far enough? Power, policy and practice in mathematics Education. Journal for Research in Mathematics Education, 23, 412–431. CrossRef
 Bauman, Z. (1998). Globalization: The human consequences. Cambridge: Polity Press.
 Bauman, Z. (2001). Community: Seeking safety in an insecure world. Cambridge: Polity Press.
 Beck, U. (1992). Risk society: Towards a new modernity. London: SAGE Publications.
 Beck, U. (1999): World risk society. Cambridge: Polity Press.
 Beck, U. (2000). What is globalization? Cambridge: Polity Press.
 Bell, D. (1980). The social framework of the information society. In T. Forrester (Ed.), The microelectronics revolution (pp. 500–549). Oxford: Blackwell.
 Castells, M. (1996). The information age: Economy, society and culture. volume I: The rise of the network society. Oxford: Blackwell Publishers.
 Castells, M. (1997). The information age: Economy, society and culture. volume II, The power of identity. Oxford: Blackwell Publishers.
 Castells, M. (1998). The information age: Economy, society and culture. volume III, End of millennium. Oxford: Blackwell Publishers.
 FitzSimons, G. E. (2002). What counts as mathematics? Technologies of power in adult and vocational education. Dordrecht: Kluwer.
 Foucault, M. (1977). Discipline and punish: The birth of the prison. Harmondsworth: Penguin Books. (First French edition 1975.)
 Foucault, M. (1989). The archeology of knowledge. London: Routledge. (First French edition 1969.)
 Foucault, M. (1994). The order of things: An archaeology of the human sciences. New York: Vintage Books. (First French edition 1966.)
 Frankenstein, M. (1989). Relearning mathematics: A different third R – Radical Maths. London: Free Association Books.
 Frankenstein, M. (1998). Reading the world with maths: Goals for a critical mathematical literacy curriculum. In P. Gates (Ed.), Proceedings of the first international mathematics education and society conference (pp. 180–189). Nottingham: Centre for the study of Mathematics Education, Nottingham University.
 Gutstein, E. (2003). Teaching and learning mathematics for social Justice in an urban, latino school. Journal for Research in Mathematics Education, 34(1), 37–73. CrossRef
 Hardt, M., & Negri, A. (2004). Multitude. New York: The Penguin Press.
 Hardy, G. H. (1967). A mathematician’s apology. With a Foreword by C. P. Snow. Cambridge: Cambridge University Press. (1st edition 1940.)
 Ihde, D. (1993). Philosophy of technology: An introduction. New York: Paragon House Publishers.
 Jablonka, E. (2003). Mathematical literacy. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 75–102). Dordrecht: Kluwer.
 Mehrtens, H. (1993). The social system of mathematics and national socialism: A survey. In S. Restivo, J. P. van Bendegem & R. Fisher, R. (Eds.), Math worlds: Philosophical and social studies of mathematics and mathematics education (pp. 219–246). Albany: State University of New York Press.
 Nowotny, H., Scott, P., & Gibbons, M. (2001). ReThinking science: Knowledge and the public in an age of uncertainty. Cambridge: Polity Press.
 Powell, A. (2002): Ethnomathematics and the challenges of racism in mathematics education. In P. Valero & O. Skovsmose (Eds.), Proceedings of the third international mathematics education and society conference (pp. 15–28). Copenhagen, Roskilde and Aalborg: Centre for Research in Learning Mathematics, Danish University of Education, Roskilde University and Aalborg University.
 Skovsmose, O. (1994). Towards a philosophy of critical mathematical education. Dordrect: Kluwer.
 Skovsmose, O. (2005a). Foregrounds and politics of learning obstacles. For the Learning of Mathematics, 25(1), 4–10.
 Skovsmose, O. (2005b). Travelling through education: Uncertainty, mathematics, responsibility. Rotterdam: Sense Publishers.
 Skovsmose, O., & Yasukawa, K. (2004). Formatting power of ‘mathematics in a package’: A challenge for social theorising? Philosophy of Mathematics Education Journal. (http://www.ex.ac.uk/∼ PErnest/pome18/contents.htm)
 Teknologirådet (1995): Magt og modeller: Om den stigende anvendelse af edbmodeller i de politiske beslutninger. Copenhagen: Teknologirådet.
 Tomlinson, M. (2001). New roles for business services in economic growth. In D. Archibugi & B. Å. Lundvall (Eds.), The globalizing learning economy (pp. 97–107). Oxford: Oxford University Press.
 Vithal, R., Christiansen, I. M., & Skovsmose, O. (1995). Project work in univeristy mathematics education: A danish experience: Aalborg university. Educational Studies in Mathematics, 29(2), 199–223. CrossRef
 Wedege, T. (2002). Numeracy as a basic qualification in semiskilled jobs. For the Learning of Mathematics, 22(3), 23–28.
 Title
 Mathematical Literacy and Globalisation
 Book Title
 Internationalisation and Globalisation in Mathematics and Science Education
 Book Part
 Section 1
 Pages
 pp 318
 Copyright
 2007
 DOI
 10.1007/9781402059087_1
 Print ISBN
 9781402087905
 Online ISBN
 9781402059087
 Publisher
 Springer Netherlands
 Copyright Holder
 Springer Science+Business Media B.V.
 Additional Links
 Topics
 Keywords

 Mathematical literacy
 globalisation
 ghettoising
 uncertainity
 eBook Packages
 Editors

 Bill Atweh ^{(1)}
 Angela Calabrese Barton ^{(2)}
 Marcelo C. Borba ^{(3)}
 Noel Gough ^{(4)}
 Christine Keitel ^{(5)}
 Catherine VistroYu ^{(6)}
 Renuka Vithal ^{(7)}
 Editor Affiliations

 1. Curtin University of Technology
 2. Columbia University
 3. State University of São Paulo
 4. La Trobe University
 5. Freie University Berlin
 6. Ateneo de Manila University
 7. University of KwaZuluNatal
 Authors

 Ole Skovsmose ^{(8)}
 Author Affiliations

 8. Department of Education, Learning and Philosophy, Aalborg University, Fiberstraede 10, DK9220 Aalborg East, Denmark
Continue reading...
To view the rest of this content please follow the download PDF link above.