Copyright

Brian Greer; David Kollosche; Ole Skovsmose;

Published On

2024-12-11

Page Range

pp. 569–574

Language

  • English

Print Length

6 pages

21. Beginning again

Chapter of: Breaking Images: Iconoclastic Analyses of Mathematics and its Education(pp. 569–574)
In this book, we started from the position that the doing of mathematics and mathematics education are human activities, with all that that implies. As the book was developed, the notion of ‘images’ of mathematics and mathematics education, both influencing, and being propagated by, human actors became salient. We suggest that an analysis of such images may shed important light on the many acknowledged discontents of mathematics education. For too many people, their actual and remembered engagement with mathematics in schools is unnecessarily alienating rather than the enlightening and empowering experience that it could be.

Contributors

Brian Greer

(author)
https://orcid.org/0009-0007-5230-1904

Brian Greer began his research on mathematical cognition, before shifting his interest to school mathematics. That evolved to reflect a characterization of mathematics as a human activity embedded in historical, cultural, social and political – in short, human – contexts.

David Kollosche

(author)
Full Professor for Mathematics Education Research at University of Klagenfurt
https://orcid.org/0000-0003-1055-2418

David Kollosche is a full professor for mathematics education research at the University of Klagenfurt in Austria. He teaches mathematics, history of mathematics, philosophy of mathematics, and mathematics education to prospective secondary school teachers. His research focusses on theoretical foundations of mathematics education, the epistemology of mathematics, the sociology of mathematics education, and students’ perspectives on mathematics education.

Ole Skovsmose

(author)
https://orcid.org/0000-0002-1528-796X

Ole Skovsmose’s research has addressed landscapes of investigation, dialogue, students’ foreground, inclusive mathematics education, pedagogical imagination, mathematics in action, philosophy of mathematics education, and philosophy of mathematics. He has been professor at Aalborg University, Denmark, but is now associated to State University of São Paulo, Brazil. In 2024, he was awarded the Hans Freudenthal medal.