Swapna Mukhopadhyay & Wolff-Michael Roth (eds), <i>Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices</i>
Notice bibliographique
Résumé
A compilation of 14 papers from a yearly public lecture series hosted at Portland State University since 2006 (and later Portland Community College since 2009), this book is another salvo in the can(n)on of the culturally responsive agenda in mathematics education research.Readers are encouraged to access the talks 1 by contributors on the front lines, including mathematics education specialists, historians, anthropologists, and other education professionals (a few speakers are not included in the volume).Wolff-Michael Roth, the second editor, is also a contributor and provides a further political perspective.A third author, Brian Greer, contributes to the Prologue, Celebrating diversity, Realizing alternatives: An Introduction, and the Epilogue, Why bother about diversity of mathematical practices?The underlying tone and message of the book is that mathematics and mathematics education, far from being inert and value-free, are inherently political as they are inseparably connected to questions of values and power.The key ideas here are diversity, knowing, and alternatives (Z ˇizˇek provides the inspiration for 'realizing' alternatives, realizing in the sense both of 'becoming aware of' and of 'making happen').The book is organized into four parts: 'Mathematics and politics of knowledge', 'Ethnomathematics', 'Learning to see mathematically', and 'Mathematics education for social justice', each with an Introduction for which the editors claim collective responsibility.In Part I, the authors address notions of mathematics and mathematics education (similar to language) as weapons of cultural violence and oppression in suppressing traditional systems and thought.Gary Urton examines how mathematics and accounting practices in the Andes were suppressed by the Spanish conquest.Gregory Cajete presents a personal synthesis of his experience as an Indian educator, addressing Indian orientations to learning and teaching, and calling on those involved in Indigenous education to make the case for transformation, resistance, and solidarity as redress.Washington et al. frame mathematics as crisis in the discourse of achievement gaps and deficit models with a focus on Black children.Lastly, Marta Civil and Nu´ria Planas consider the politics of access and power relations in the learning and teaching of mathematics in two-language contexts.Part II, Ethnomathematics, is compelling in its display of lived experience of diversity in mathematics and mathematics teaching in cultural contexts.The term, ethnomathematics, is a contested one, raising questions of whose mathematics, whose worldview, what mathematics, and what is mathematics education for?Having emerged as resistance to the cultural hegemony of mathematics as it is codified and taught, the subfield has become embroiled in political and theoretical considerations.Still, it has provided a way to present alternative
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,005 | 0,009 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,006 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».