Researching the Socio-Political Dimensions of Mathematics Education

Issues of Power in Theory and Methodology

  • Paola Valero
  • Robyn Zevenbergen

Part of the Mathematics Education Library book series (MELI, volume 35)

Table of contents

  1. Front Matter
    Pages I-XIV
  2. Stephen Lerman, Robyn Zevenbergen
    Pages 27-42
  3. Dylan Wiliam, Hannah Bartholomew, Diane Reay
    Pages 43-61
  4. Núria Gorgorió, Núria Planas, Alan Boshop
    Pages 107-123
  5. Gelsa Knijnik
    Pages 125-141
  6. Tamsin Meaney
    Pages 167-183
  7. Ole Skovsmose, Marcelo Borba
    Pages 207-226

About this book

Introduction

This book examines mathematics education research from socio-political perspectives. It is organized in dialogic units which examine issues such as the critique of existing research results based on the adoption of socio-political approaches; the implications of alternative theoretical tools in researching mathematics education; the tensions emerging while conducting research in highly conflictive environments; the researchers’ positioning with respect to research participants; and the adoption of socio-political methodological frameworks. As a whole, the book serves to illuminate what it means to say that power is a central constituent of mathematics education practices and research.

This book will be of interest to researchers in mathematics education and general education as well as to graduate students taking courses on mathematics education research.

Keywords

Identity education educational research mathematics mathematics education politics

Editors and affiliations

  • Paola Valero
    • 1
  • Robyn Zevenbergen
    • 2
  1. 1.Aalborg UniversityDenmark
  2. 2.Griffith UniversityAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/b120597
  • Copyright Information Springer Science + Business Media Inc. 2004
  • Publisher Name Springer, Boston, MA
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-7906-1
  • Online ISBN 978-1-4020-7914-6
  • About this book