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The Effects of School Geometry in the Shaping of a Desired Child

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The Disorder of Mathematics Education

Abstract

In this chapter we explore how school geometry becomes a technology for the government of the self, and how the pedagogical devices of school geometry conduct students’ ways of thinking and acting. We contend that students, in their working with pedagogical devices, engage in a training process in which they learn to regulate their own conduct so that they perceive space through the trained eyes of reason provided by Euclidean, school geometry. Our contribution is an analysis of the power effects of school geometry in terms of the fabrication of children’s subjectivities towards the shaping of the desired child of society.

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Acknowledgments

This research is funded by the National Commission for Scientific and Technological Research, CONICYT PAI/INDUSTRIA 79090016, in Chile and by Aalborg University, in Denmark. This research also makes part of the NordForsk Center of Excellence “JustEd”. We would like to thank Elizabeth de Freitas, the reviewers and editors for their comments to previous drafts of this chapter.

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Authors and Affiliations

  1. Faculty of Engineering and Science, Aalborg University, Aalborg, Denmark

    Melissa Andrade-Molina & Paola Valero

  2. Faculty of Science, Stockholm University, Stockholm, Sweden

    Paola Valero

Authors
  1. Melissa Andrade-Molina
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  2. Paola Valero
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Correspondence to Melissa Andrade-Molina .

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Editors and Affiliations

  1. Freie Universität Berlin, Berlin, Germany

    Hauke Straehler-Pohl

  2. Freie Universität Berlin, Berlin, Germany

    Nina Bohlmann

  3. Manchester Metropolitan University, Manchester, United Kingdom

    Alexandre Pais

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Andrade-Molina, M., Valero, P. (2017). The Effects of School Geometry in the Shaping of a Desired Child. In: Straehler-Pohl, H., Bohlmann, N., Pais, A. (eds) The Disorder of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-34006-7_15

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  • DOI: https://doi.org/10.1007/978-3-319-34006-7_15

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