Concerns of Critical Mathematics Education - and of Ethnomathematics
Bibliographic Data
| ID | 5111104 |
|---|---|
| Authors | Ole Skovsmose (0000-0002-1528-796X, corresponding author) |
| Year | 2022 |
| Issue | 86 |
| Pages | 365-382 |
| Publication date | 2022-08-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Colombiana de Educación (JOURNAL) |
| Journal identifiers | ISSN: 0120-3916 • E-ISSN: 2323-0134 |
| Publisher | Universidad Pedagogica Nacional (PUBLISHER) |
| DOI | 10.17227/rce.num86-13713 |
| OpenAlex | W3087375135 |
| Language | EN |
| References cited | 15 |
Critical mathematics education can be characterized by its many concerns. I refer here to four of them connected to social justice and politics, power and mathematics, students' future possibilities, and the socio-political structuring of education, all of which are interrelated and integrated. Those concerns are shared by much work done in ethnomathematics. However, to what extent an ethnomathematical study turns critical must be discussed in every case. I see the concerns of critical mathematics education as an important challenge to ethnomathematics
Ethnomathematics · Mathematics education · Education and Critical Thinking Development · Mathematics · Mathematics Education and Teaching Techniques
| Citation velocity | historical |
|---|---|
| Highly cited | No |