Critical mathematics education for the future
Critical mathematics education for the future
复制标题
面向未来的批判性数学教育
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Mogens Niss
中科院分区：
文献类型：
--
作者：
O. Skovsmose;Mogens Niss
数学教育可能意味着剥夺权力或赋予权力。它不包含任何强大的“脊柱”，但可能会崩溃成僵化的形式，并支持任何社会发展的问题特征。然而，数学教育也可以有助于创造一个关键的公民和支持民主的理想。数学的社会政治作用既不是固定的，也不是确定的。在这个意义上，我认为数学教育是批判性的。我认为批判性数学教育是对数学教育批判性本质所带来的挑战的关注。批判性数学教育是指与研究和实践有关的问题，对公平和社会正义的关注是其中之一。在这里，我想提到以下挑战：（1）全球化和贫民窟化的进程如何框定数学教育？(2)超越现代性的假设意味着什么？(3)“数学在行动”，包括权力和数学的混合，应该如何解释？(4)通过数学教育可以实施哪些形式的压制？(5)数学教育如何提供赋权？这些问题反映了数学教育可能的社会政治功能的不确定性。面对这种不确定性，这种迷茫，是批判数学教育的一个特征。这不能以任何政治或认识论为基础。我们的情况类似于那些需要在公海上游泳时建造船只的人。批判性数学教育是否体现了一种过时的思想路线？难道这只是过时的左派教育运动的残余？如果不是，批判性数学教育在今天和未来意味着什么？我认为批判性数学教育是对数学教育可能发挥的社会政治作用的关注的表达。批判性数学教育有许多根源，其中之一是在批判理论中发现的，它也滋养了批判性教育。然而，灵感的来源也可能带来推定，这可能阻碍进一步的发展。我建议批判性数学教育需要重新概念化，并与新的参考开发。根很重要，但有时连根拔起也是必要的。在教育界，特别是在批判性的教育工作者中，关于研究与实践之间的关系正在进行讨论。人们可以期待，一方面，理论和方法的考虑，另一方面，在教育实践中的优先事项和方法之间的“共鸣”。虽然我可能会用参考来阐述问题，有时候为了研究，
Mathematics education can mean disempowerment or empowerment. It does not contain any strong ‘spine’, but could collapse into rigid forms and support problematic features of any social development. However, mathematics education can also contribute to the creation of a critical citizenship and support democratic ideals. The socio-political roles of mathematics are neither fixed nor determined. In this sense I talk about mathematics education as being critical. I see critical mathematics education as a preoccupation with challenges emerging from the critical nature of mathematics education. Critical mathematics education refers to concerns which have to do with both research and practice, and a concern for equity and social justice being one of them. Here I want to refer to the following challenges: (1) How do processes of globalisation and ghettoising frame mathematics education? (2) What does it mean to go beyond the assumptions of Modernity? (3) How should ‘mathematics in action’, including a mixing of power and mathematics, be interpreted? (4) What forms of suppression can be exercised through mathematics education? (5) How could mathematics education provide empowerment? Such questions reflect an uncertainty with respect to the possible socio-political functions of mathematics education. Facing this uncertainty, this aporia, is a characteristic of critical mathematics education. This cannot be based on any political or epistemological foundation. Our situation is similar to those who need to construct a ship while swimming around in the open sea. Does critical mathematics education embody an obsolete line of thought? Is it just a leftover from an outdated leftist educational movement? If not, what could critical mathematics education mean today and for the future? I see critical mathematics education as an expression of concerns for what socio-political roles mathematics education might play. Critical mathematics education has many roots, one of which is found in Critical Theory that also nourished critical education in general. Sources of inspiration can, however, also bring about presumptions, which can obstruct further development. I suggest a need for critical mathematics education to become re-conceptualised, and developed with new references. Roots are important, but an uprooting can sometimes be necessary. There is an ongoing discussion in education, especially amongst critical educators, about the relationship between research and practice. One could expect a ‘resonance’ between, on the one hand, theoretical and methodological considerations, and, on the other hand, priorities and approaches within educational practice. Although I might articulate issues with reference, sometimes to research