The ‘post’ move of critical mathematics education

Critical Mathematics Education: Past, Present and Future: Festschrift for Ole Skovsmose

Volumn , Issue , 2010, Pages 183-196

  Valero, Paola ^a   Stentoft, Diana ^a  

^a AALBORG UNIVERSITY   (Denmark)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84857568478     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1163/9789460911644_015     Document Type: Chapter

References (24)

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2. Alro, H., Skovsmose, O., & Valero, P. (2009). Researching multicultural mathematics classrooms through the lens of landscapes of learning. In C. Winslow (Ed.), Nordic research in mathematics education. Proceedings from NORMA08. Rotterdam: Sense.
3. Biesta, G. (2005). What can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy. In I. Gur Ze’ev (Ed.), Critical theory and critical pedagogy today. Toward a new critical language in education (pp. 143-159). Haifa: Studies in Education (University of Haifa).
4. Christensen, O. R., Stentoft, D., & Valero, P. (2008a). A landscape of power distribution. In K. Nolan & E. de Freitas (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 147-154). New York: Springer.
5. Christensen, O. R., Stentoft, D., & Valero, P. (2008b). Power distribution in the network of mathematics education practices. In K. Nolan & E. de Freitas (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 131-146). New York: Springer.
6. García, G., Valero, P., Camelo, F., Mancera, G., Romero, J., & Peñaloza, G. (in press). Escenarios de aprendizaje de las matemáticas. Un estudio desde la perspectiva de la educación matemática critica. Bogotá: Universidad Pedagógica Nacional de Colombia.
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11. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
12. Skosvmose, O., & Borba, M. (2004). Research methodology and critical mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 207-226). Boston: Kluwer.
13. Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer.
14. Skovsmose, O. (2000). Aporism and critical mathematics education. For the Learning of Mathematics, 20(1), 2-8.
15. Skovsmose, O. (2005). Travelling through education: Uncertainty, mathematics, responsibility. Rotterdam: Sense.
16. Stentoft, D. (2006). Learning in research - learning through dialogue: An investigation of dialogue as a method in research. In E. Laursen, A. J. Jacobsen, U. Thogersen, & M. Wiberg (Eds.), Tanker til tiden - om studier af hxring (pp. 167-180). Aalborg: Aalborg Universitetsforlag.
17. Stentoft, D. (2009). Challenging research conceptions in (mathematics) education: Telling stories of multiplicity and complexity. Aalborg: Aalborg University.
18. Stentoft, D., & Valero, P. (in press). Fragile learning in the mathematics classroom: How mathematics lessons are not just for learning mathematics. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for Mathematics. Greenwich, CT: Information Age.
19. Stentoft, D., & Valero, P. (2009). Identities-in-action: Exploring the fragility of discourse and identity in learning mathematics. Nordic Studies in Mathematics Education, 14(3), 55-77.
20. Trifonas, P. (2004). The ethic of science and/as research: Deconstruction and the orientations of a new academic responsibility. In P. P. Trifonas & M. A. Peters (Eds.), Derrida, deconstruction and education: Ethics of pedagogy and research. Malden, MA: Blackwell.
21. Valero, P. (2002). The myth of the active learner: From cognitive to socio-political interpretations of students in mathematics classrooms. In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Conference on Mathematics Education and Society (2nd ed., Vol. 2, pp. 489-500). Copenhagen: Center for research in learning mathematics.
22. Valero, P. (2004). Postmodernism as an attitude of critique to dominant mathematics education research. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 35-54). Greenwich, CT: Information Age.
23. Valero, P. (2009). Mathematics education as a network of social practices. In V. Durand-Guerrier (Ed.), Proceedings of the VICERME. Lyon: Université de Lyon - ERME.
24. Vithal, R., & Valero, P. (2003). Researching mathematics education in situations of social and political conflict. In A. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (Vol. 2, pp. 545-592). Dordrecht: Kluwer.