@article {MATHEDUC.06664510,
author = {Skovsmose, Ole},
title = {What could critical mathematics education mean for different groups of students?},
year = {2016},
journal = {For the Learning of Mathematics},
volume = {36},
number = {1},
issn = {0228-0671},
pages = {2-7},
publisher = {FLM Publishing Association, c/o University of New Brunswick, Faculty of Education, Fredericton, NB; Canadian mathematics education study group - CMESG (Groupe Canadien d'\'etude en didactique des math\'ematiques - GCEDM), [s. l.]},
abstract = {Summary: In this article I consider what critical mathematics education could mean for different groups of students. Much discussion and research has addressed students at social risk. My point, however, is that critical mathematics education concerns other groups as well: for example, students in comfortable positions, blind students, elderly students, ``other'' students, university students, as well as engineering students. By considering such different groups of students, I will show that ``reading and writing the world with mathematics'' opens towards a range of different interpretations, which brings critical mathematics education into an open conceptual landscape.},
msc2010 = {D40xx (D20xx)},
identifier = {2016f.00598},
}