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=245  00$aBreaking Images :$bIconoclastic Analyses of Mathematics and its Education /$cedited by Brian Greer, David Kollosche, Ole Skovsmose.
=264  \1$aCambridge, UK :$bOpen Book Publishers,$c2024.
=264  \4$c©2024
=300  \\$a1 online resource (vi+594 pages): $b11 illustrations, 4 tables.
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=490  1\$aStudies on Mathematics Education and Society ;$vvol. 2.$x2755-2624$x2755-2616
=500  \\$aAvailable through Open Book Publishers.
=505  0\$a1. Beginning 2. Why and how people develop mathematics 3. Hardy’s deep sigh4. Formalism, structuralism, and the doctrine of neutrality5. Dehumanisation through mathematics6. A short commentary on Kollosche’s ‘Dehumanisation through mathematics’7. Intuition revived8. Human mathematics9. The case of Ramanujan: Investigating social and sociomathematical norms outside the mathematics classroom10. A performative and relational Ethnomathematics 11. A critical conception of mathematics12. Art and anti-mathematics 13. How children, under instruction, develop mathematical understanding14. Rethinking mathematics education 15. Networks, controversies, and the political in mathematics education research 16. Globalisation of mathematics education and the world’s first monoculture: Assessment spread’s association with consumerism and human capital 17. Bringing ethnomathematical perspectives into classrooms18. Mathematics education as a racialized field 19. Gender, mathematics, and mathematics education20. Societal perceptions of mathematics and mathematics education21. Beginning againList of FiguresList of TablesIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aMathematics is an activity—something we do—not just something inert that we study. This rich collection begins from that premise to explore the various social influences, institutional forces and lived realities that shape and mould the study and practice of mathematics, and are moulded by it in turn.These twenty-one essays explore questions of mathematics as a topic of philosophy, but also the nature and purpose of mathematics education and the role of mathematics in moulding citizens. It challenges the biases and prejudices inherent within uninformed histories of mathematics, including problems of white supremacy, the denial of cultural difference and the global homogenization of teaching methods. In particular, the book contrasts the effectiveness of mathematics and science in modelling physical phenomena and solving technical problems with its ineffectiveness in modelling social phenomena and solving human problems, and urges us to consider how mathematics might better meet the urgent crises of our age.The book addresses anybody who is interested in reflecting on the role of mathematics in society from different perspectives. It allows mathematicians to ponder about the cultural connections of mathematics and provides new perspectives for philosophical, sociological and cultural studies of mathematics. Because of the book’s emphasis on education in mathematics, it is especially interesting for mathematics teachers and teacher educators to challenge their understanding of the subject.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by-nc/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=653  \\$aMathematics education
=653  \\$aSchool mathematics
=653  \\$aHuman agency
=653  \\$aPhilosophy of mathematics
=653  \\$aHistorical dimensions
=653  \\$aCultural dimensions
=653  \\$apolitics and mathematics
=700  1\$aGreer, Brian,$eeditor.$0(orcid)0009000752301904$1https://orcid.org/0009-0007-5230-1904
=700  1\$aKollosche, David,$eeditor.$uUniversity of Klagenfurt.$0(orcid)0000000310552418$1https://orcid.org/0000-0003-1055-2418
=700  1\$aSkovsmose, Ole,$eeditor.$uSão Paulo State University.$0(orcid)000000021528796X$1https://orcid.org/0000-0002-1528-796X
=710  2\$aOpen Book Publishers,$epublisher.
=830  \0$aStudies on Mathematics Education and Society ;$vvol. 2.$x2755-2624$x2755-2616
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