id: 06645033
dt: j
an: 2016f.00163
au: Radford, Luis
ti: On alienation in the mathematics classroom.
so: Int. J. Educ. Res. 79, 258-266 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C20 C30 D20
ut: alienation; mathematics teaching and learning; labour; progressivism;
communitarian ethics
ci:
li: doi:10.1016/j.ijer.2016.04.001
ab: Summary: The goal of this article is to discuss a question that, curiously,
has passed unaddressed in mathematics education research: the question
of alienation in the mathematics classroom. In the first part, I bring
out the conceptual structure of Marx’s idea of alienation as it
appears in Marx’s {\it Economic and Philosophic Manuscripts} and
discuss four different senses of alienation. In the second part, I
argue that two of the most influential models that have informed
mathematics education in the 20th century, namely the transmissive and
the progressive models, are both alienating. In the last section I
discuss the possibilities of overcoming alienation through a
reconceptualization of mathematics teaching and learning based on a
cultural-historical communitarian ethic of solidarity and critical
stance.
rv: