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Educational Studies in Mathematics

, Volume 19, Issue 2, pp 221–249 | Cite as

Institutional issues in the study of school mathematics: Curriculum research

  • Thomas S. Popkewitz
Article

Abstract

Mathematics cannot be treated solely as a logical construction or a matter of psychological interpretation. What is defined as school mathematics is shaped and fashioned by social and historical conditions that have little to do with the meaning of mathematics as a discipline of knowledge. To understand school conditions, the essay considers (1) the social and cultural issues that underlie the patterns of schooling; (2) the assumptions and implications of curriculum languages for teaching mathematics, and (3) the contradictory meaning of change and reform that underlie current efforts to improve instruction.

Keywords

Teaching Mathematics Current Effort School Mathematic Historical Condition School Condition 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 1988

Authors and Affiliations

  • Thomas S. Popkewitz
    • 1
  1. 1.University of Wisconsin-MadisonMadisonUSA

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