Thoth distribution@thoth.pub 20250409T171245

urn:uuid:2befcccc-79c4-4fe9-9960-c0945f61c36c 03 01 01 urn:uuid:2befcccc-79c4-4fe9-9960-c0945f61c36c 15 9781805113232 06 10.11647/OBP.0407 00 EB E107 10 Creative Commons License 02 https://creativecommons.org/licenses/by-nc/4.0/ 01 01 Breaking Images Iconoclastic Analyses of Mathematics and its Education 1 B01 21 0009-0007-5230-1904 Brian Greer 2 B01 21 0000-0003-1055-2418 David Kollosche 3 B01 21 0000-0002-1528-796X Ole Skovsmose 01 eng 00 600 03 10 EDU029010 B2 Mathematics 20 Mathematics education 93 PB 04 QA10.7 B2 Education 10 MAT015000 93 PBB 20 School mathematics 20 Human agency 10 MAT000000 93 YPMF 20 Philosophy of mathematics 20 Historical dimensions 20 Cultural dimensions 20 politics and mathematics 03 00 Mathematics 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. 04 00 1. Beginning 2. Why and how people develop mathematics 3. Hardy’s deep sigh 4. Formalism, structuralism, and the doctrine of neutrality 5. Dehumanisation through mathematics 6. A short commentary on Kollosche’s ‘Dehumanisation through mathematics’ 7. Intuition revived 8. Human mathematics 9. The case of Ramanujan: Investigating social and sociomathematical norms outside the mathematics classroom 10. A performative and relational Ethnomathematics 11. A critical conception of mathematics 12. Art and anti-mathematics 13. How children, under instruction, develop mathematical understanding 14. 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 classrooms 18. Mathematics education as a racialized field 19. Gender, mathematics, and mathematics education 20. Societal perceptions of mathematics and mathematics education 21. Beginning again List of Figures List of Tables Index 20 00 Open Access Open Book Publishers 01 Open Book Publishers Cambridge, UK 04 01 20241211 13 15 9781805113225 09 Open Book Publishers 29 Publisher's website: download the title https://books.openbookpublishers.com/10.11647/obp.0407.pdf 99 01 09 Open Book Publishers 02 Publisher's website: web shop https://www.openbookpublishers.com/books/10.11647/OBP.0407 99 01