The book Critical Mathematics Education provides Ole Skovsmose’s recent contribution to the further development of critical mathematics education. It gives examples of learning environments, which invite students to engage in investigative processes. It discusses how mathematics can be used for identifying cases of social injustice, and it shows how mathematics itself can become investigated critically. Critical Mathematics Education addresses issues with respect to racism, oppression, erosion of democracy, sustainability, formatting power of mathematics, and banality of mathematical expertise. It explores relationships between mathematics, ethics, crises, and critique.
Ole Skovsmose has published what I might call his magnum opus, a 280-page synthesis and extension of his work simply called Critical Mathematics Education. In it he brings together his deep philosophical understanding and theorisation of mathematics itself, mathematics in society from a critical perspective, and mathematics in the teaching, learning and formation of students. For the mathematics education community, especially those concerned with social justice, philosophy, critical pedagogy and the nature of mathematics this is likely to be the publishing event of the year. In this book he offers something lacking in the literature, a philosophy of applied mathematics, as well as much more. Paul Ernest, Emeritus Professor, University of Exeter, UK
Table of Content
Part I: Learning and Landscapes.- Chapter 1. Concerns and Hopes.- Chapter 2. Landscapes and Racism.- Chapter 3. Democracy and Erosions.- Chapter 4. Sustainability and Risks.- Chapter 5. To Learn or Not to Learn?.- Part II: Crises and Formatting.- Chapter 6. Crisis and Critique.- Chapter 7. Banality of Mathematical Expertise.- Chapter 8. Mathematics and Ethics.- Chapter 9. Mathematics and Crises.- Chapter 10. Picturing or Formatting?.- Part III: Critique and Dialogue.- Chapter 11. Critique of Mathematics.- Chapter 12. Critique of Critique.- Chapter 13. Initial Formulations of Critical Mathematics Education.- Chapter 14. A Dialogic Theory of Learning Mathematics.- Part IV: Width and Depth.- Chapter 15. All Students.- Chapter 16. Beyond Stereotypes.- Chapter 17. Social Theorising and the Formatting Power of Mathematics.- Chapter 18. A Philosophy of Critical Mathematics Education.
About the author
Ole Skovsmose has a special interest in critical mathematics education. He has investigated the notions of landscape of investigation, formatting power of mathematics, mathematics in action, students’ foregrounds, and banality of mathematical expertise. He has been professor at the Department of Education, Learning and Philosophy (now Department of Culture and Learning), Aalborg University, Denmark. He is now retired and lives most of his time in Brazil. Ph D 1982 from the Royal Danish School of Educational Studies, and Dr. Scient 1995 from Aalborg University.
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