作为反乌托邦的数学教育：超越的未来

Pub Date : 2022-07-01 DOI:10.5642/jhummath.sqek5024

Peter Appelbaum, C. Stathopoulou, Constantinos Xenofontos

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引用次数: 1

摘要

我们认为，数学教育的学者和实践者需要通过认识其反乌托邦特征来寻找新的方向，并将这些特征作为挑战的来源和应对方法。这与该领域大多数学者普遍采用的乌托邦式方法形成了鲜明对比。我们提供批判性的民族数学教育作为一种模式，因为它有自己的起源，在挥之不去的反乌托邦遗产。永久的绝望和丧失权力是当代数学教育的一个隐性课程，在这里，人们学到的数学可能有助于描述事物，但几乎无助于改变社会中权力和代理的具体化。拥抱反乌托邦而不是试图规避它会产生新的问题和途径。

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Mathematics Education as Dystopia: A Future Beyond

Synopsis We argue that scholars and practitioners of mathematics education need to ﬁnd new directions through recognition of its dystopic characteristics, and embrace these characteristics as both the source of challenges and method of response. This contrasts with the generally utopic approach of most scholarship in the ﬁeld. We oﬀer critical ethnomathematics education as a model, since it has its own origins in lingering dystopic legacies. A perpetual hopelessness and disempower-ment is one implicit curriculum of contemporary mathematics education, where the mathematics one learns might help to describe things, yet hardly assists in transforming the reiﬁcation of power and agency in society. Embracing dystopia rather than trying to circumvent it generates new questions and pathways.

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