Editorial for a special issue on innovating the mathematics curriculum in precarious times
Notice bibliographique
Résumé
BackgroundThere is emerging interest among some mathematics education scholars in questions around mathematics and mathematics education in relation to the multiple, related issues of climate change, poverty, inequality, health crises, discrimination, and totalitarianism.This interest can be seen in an increasing, but still relatively small, numbers of submissions on these topics to journals and, for instance, journal special issues including Mathematics Education and the Living World (edited by Boylan & Coles, 2017); Mathematics for "citizenship" and its "other" in a "global" world: Critical issues on mathematics education, globalisation and local communities (edited by Chronaki & Yolcu, 2021); and Mathematics education in a time of crisis-a viral pandemic (edited by Chan, Sabina, & Wagner, 2021).Mathematics education scholarship has, for many years, explored the socio-political aspects of mathematics and mathematics education in local and global difference and precarity, for example, work within critical mathematics education (e.g.Gutstein, 2012;Skovsmose, 1994;Vithal, 2003) and ethnomathematics (e.g.D 'Ambrosio, 2006;Mosimege, 2017;Rosa & Orey, 2011).Yet, what appears new is an explicit turn towards ecology (Coles, 2022) and a de-centring of the human perspective.There is growing recognitionnot new, but illuminated by the recent global health pandemic and extreme climate-related eventsof a changing, precarious world and the need for mathematics education to account for its role and have a response.One of the connections between us, as guest editors, was our involvement in a project funded by the World Universities Network (WUN) that aimed to consider how the mathematics curriculum, in Higher Education contexts, could innovate to become more relevant to the world we find ourselves in.The WUN project involved a network of researchers and their Universities, in different parts of the world (Canada, Hong Kong, Mexico, South Africa, the United Kingdom and the United States), pursuing different curriculum development and research initiatives that all fell under the umbrella of Innovating the Mathematics Curriculum in Times of Change: Towards Local and Global Relevance.This project was conceptualised in 2019, and enacted from 2020 during the unexpected COVID-19 pandemic.Two of the articles that follow (Helliwell & Ng, 2022;Solares-Rojas et al., 2022) arise from that project.We see as significant that there are many co-authors across the articles in the Special Issue and that the articles encompass work which took place across five continents.One of our central aims in planning this Special Issue was to offer new perspectives and findings that help us consider a mathematics curriculum in precarious times, at any level of schooling or Higher Education, or out-of-school contexts.By curriculum we mean the knowledge or knowings which are intended, implemented or attained.Precarity points to living life without promise and stability, and with vulnerability to others.In this Editorial, we set out some of the thinking that led us to propose and frame the Special Issue in the way we have, and we then look forward to the articles that follow.
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».