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Mathematics Education within the Postmodern


Edited by:
Margaret Walshaw, Massey University, New Zealand

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A volume in the series: International Perspectives on Mathematics Education - Cognition, Equity & Society. Editor(s): Bharath Sriraman, The University of Montana. Lyn English, Queensland University of Technology.

Published 2004

This timely and accessible book presents a challenge to accepted wisdoms about both the nature of mathematics and of education. The authors of this groundbreaking volume bring to bear on this intersection a postmodern sensibility that engages with the grand narratives of mathematics education. Thus they provide a key resource for rethinking theory and practice in mathematics education.

Each of the chapters develops important insights for mathematics education from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. Each chapter addresses issues relevant to mathematics education, researching and teaching mathematics.

CONTENTS
Preface, Valerie Walkerdine. Series Editor’s Foreword. Acknowledgments. Introduction: Postmodernism Meets Mathematics Education, Margaret Walshaw. Part I: Thinking Otherwise for Mathematics Education. Postmodernism and the Subject of Mathematics, Paul Ernest. Postmodernism as an Attitude of Critique to Dominant Mathematics Education Research, Paola Valero. Toward a Postmodern Ethics of Mathematics Education, Jim Neyland. Part II: Postmodernism within Classroom Practices. Facilitating Access and Agency within the Discources and Culture of Beginning School, Agnes Macmillan. “There’s No Hiding Place”: Foucault’s Notion of Normalization at Work in a Mathematics Lesson, Tansy Hardy. The Pedagogical Relation in Postmodern Times: Learning with Lacan, Margaret Walshaw. Affect and Cognition in Pedagogical Transference: A Lacanian Perspective, Tânia Cabral. Part III: Postmodernism within the Structures of Mathematics Education. Identifying with Mathematics in Initial Teacher Training, Tony Brown, Liz Jones, and Tamara Bibby. So What’s Power Got to Do with It?, Tamsin Meaney. Why Mathematics? Insights from Poststructural Topologies, M. Jayne Fleener. What Can I Say, and What Can I Do? Archaeology, Narrative, and Assessment, Tony Cotton. Author Index. Subject Index. About the Contributors.



RELATED CATEGORIES
> Education in Mathematics



MORE TITLES IN THIS SERIES
Challenging Perspectives on Mathematics Classroom Communication

International Perspectives on Gender and Mathematics Education

Unpacking Pedagogy: New Perspectives for Mathematics

Mathematical Representation at the Interface of Body and Culture

Representation and Communication (In Development)

Mathematics Teacher Education in the Public Interest: Equity and Social Justice

Emerging Perspectives on Gesture and Embodiment in Mathematics

Refractions of Mathematics Education: Festschrift for Eva Jablonka (In Development)

Critical Mathematics Education: Theory, Praxis and Reality (In Development)




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