id: 06664510
dt: j
an: 2016f.00598
au: Skovsmose, Ole
ti: What could critical mathematics education mean for different groups of
students?
so: Learn. Math. 36, No. 1, 2-7 (2016).
py: 2016
pu: FLM Publishing Association, c/o University of New Brunswick, Faculty of
Education, Fredericton, NB; Canadian mathematics education study group
- CMESG (Groupe Canadien d’étude en didactique des mathématiques -
GCEDM), [s. l.]
la: EN
cc: D40 D20
ut: critical mathematics education
ci:
li: http://flm-journal.org/index.php?do=details&lang=en&vol=36&num=1&pages=2-7&ArtID=1074
ab: 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.
rv: