Democracy and Criticality: Reconceptualizing Mathematics Education for Social Justice

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-20 - Breaking Habits/Thinking Differently: New Visions of Philosophy and Education

Abstract

In this paper, I consider how contemporary efforts in the arena of critical mathematics education might complement and challenge a Deweyan democratic approach. In particular, I study and employ the work of Danish mathematics educator, Ole Skovsmose. I briefly frame the Deweyan project, present Skovsmose's work, using his recent autobiographical piece (2013) as the organizer, consider Skovsmose as a potential ally and/or foil for Deweyan approaches to democratic mathematics education. Paul Ernest’s notion of mathematical empowerment is posited as a potential bridge between Deweyan democratic and critical mathematics education.

Author

• Kurt Stemhagen, Virginia Commonwealth University