Encyclopedia of Mathematics Education
pp 484487
Political Perspectives in Mathematics Education
 Paola ValeroAffiliated withDepartment of Learning and Philosophy, Aalborg University Email author
Keywords
Power Politics Modernity Neutrality of mathematics Social rationalities In(ex)clusion Mathematics for all Credit system SubjectivityDefinition
A political perspective in mathematics education is a way of looking at how mathematics, education, and society relate to power. It stands on the critical recognition that mathematics is not only important in society due to its exceptional, intrinsic characteristics as the purest and most powerful form of abstract thinking but also and foremost, because of its functionality in the constitution of the dominant cultural project of Modernity. Thus, it assumes that the teaching and learning of mathematics are not neutral practices but that they insert people – be it children, youth, teachers, and adults – in socially valued mathematical rationalities and forms of knowing. Such insertion is part of larger processes of selection of people that schooling operates in society. It results in differential positioning of inclusion or exclusion of learners in relation to access to socially privileged resources such as further education, labor market, and cultural goods.
... Title
 Political Perspectives in Mathematics Education
 Reference Work Title
 Encyclopedia of Mathematics Education
 Pages
 pp 484487
 Copyright
 2014
 DOI
 10.1007/9789400749788_126
 Print ISBN
 9789400749771
 Online ISBN
 9789400749788
 Publisher
 Springer Netherlands
 Copyright Holder
 Springer Science+Business Media Dordrecht
 Additional Links
 Topics
 Keywords

 Power
 Politics
 Modernity
 Neutrality of mathematics
 Social rationalities
 In(ex)clusion
 Mathematics for all
 Credit system
 Subjectivity
 Industry Sectors
 eBook Packages
 Editors

 Stephen Lerman ^{(501)}
 Editor Affiliations

 501. Department of Education, Centre for Mathematics Education, London South Bank University
 Authors

 Paola Valero ^{(133)}
 Author Affiliations

 133. Department of Learning and Philosophy, Aalborg University, Sohngaardsholmsvej 2, 9000, Aalborg, Denmark
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