O. Skovsmose. Educational Studies in Mathematics, 27 (1):
35--57(July 1994)
Abstract
To illustrate aspects of critical mathematics education a project involving 14–15 years old students is described. Mathematics education can be organized so as to develop different types of knowing: mathematical knowing, which can be associated with skills developed in traditional teaching; technological knowing, which can be associated with a competence in mathematical model building; and reflective knowing, which can be seen as a competence in evaluating applications of mathematics. The thesis discussed says that if mathemacy should be developed as a competence of importance in a critical education, it must integrate mathematical, technological as well as reflective knowing. Via the description of the project, a possible educational meaning is given to this thesis. Especially, it is discussed what it could mean to involve students in reflections about mathematics as a tool for technological design.
%0 Journal Article
%1 Skovsmose1994
%A Skovsmose, Ole
%D 1994
%J Educational Studies in Mathematics
%K critical education mathematics
%N 1
%P 35--57
%T Towards a critical mathematics education
%U http://www.springerlink.com/content/r9gq10j954111273/
%V 27
%X To illustrate aspects of critical mathematics education a project involving 14–15 years old students is described. Mathematics education can be organized so as to develop different types of knowing: mathematical knowing, which can be associated with skills developed in traditional teaching; technological knowing, which can be associated with a competence in mathematical model building; and reflective knowing, which can be seen as a competence in evaluating applications of mathematics. The thesis discussed says that if mathemacy should be developed as a competence of importance in a critical education, it must integrate mathematical, technological as well as reflective knowing. Via the description of the project, a possible educational meaning is given to this thesis. Especially, it is discussed what it could mean to involve students in reflections about mathematics as a tool for technological design.
@article{Skovsmose1994,
abstract = {To illustrate aspects of critical mathematics education a project involving 14–15 years old students is described. Mathematics education can be organized so as to develop different types of knowing: mathematical knowing, which can be associated with skills developed in traditional teaching; technological knowing, which can be associated with a competence in mathematical model building; and reflective knowing, which can be seen as a competence in evaluating applications of mathematics. The thesis discussed says that if mathemacy should be developed as a competence of importance in a critical education, it must integrate mathematical, technological as well as reflective knowing. Via the description of the project, a possible educational meaning is given to this thesis. Especially, it is discussed what it could mean to involve students in reflections about mathematics as a tool for technological design.},
added-at = {2007-04-23T19:56:19.000+0200},
author = {Skovsmose, Ole},
biburl = {https://www.bibsonomy.org/bibtex/2763c8094fc622d9b04e28f5f4bc339db/rmosvold},
description = {SpringerLink - Journal Article},
interhash = {13c95199a1848052a021edb1dbb5db43},
intrahash = {763c8094fc622d9b04e28f5f4bc339db},
journal = {Educational Studies in Mathematics},
keywords = {critical education mathematics},
month = {#jul#},
number = 1,
pages = {35--57},
timestamp = {2007-04-23T19:56:19.000+0200},
title = {Towards a critical mathematics education},
url = {http://www.springerlink.com/content/r9gq10j954111273/},
volume = 27,
year = 1994
}