Swapna Mukhopadhyay & Wolff-Michael Roth (eds), <i>Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices</i>
Bibliographic record
Abstract
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
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.005 | 0.009 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.012 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".