文档介绍：THE SCOPE AND LIMITS OF CRITICAL MATHEMATICS EDUCATION
PAUL ERNEST
(AT)
UNIVERSITY OF EXETER, UK
UNIVERSITY OF OSLO, NORWAY
LIVERPOOL HOPE UNIVERSITY, UK
DEDICATED TO OLE SKOVSMOSE ON HIS 65TH BIRTHDAY.
INTRODUCTION
In the past 25 years these is one scholar above others who has brought critical mathematics education (CME) into prominence in our field, and that is Ole Skovsmose. Starting with his 1985 paper he asked why mathematics education (ME) not only ignores critical education but why, at that time, it also seemed patible with it (Skovsmose, 1985). Although there were already social, political and social justice issues (especially gender) on the agenda (., Howson & Griffiths, 1974; Bishop, 1988; D’Ambrosio, 1985; Fennema & Sherman, 1977; Mellin-Olsen, 1987; Sells, 1978), no-one had yet explicitly linked Critical Theory (CT) and the Frankfurt school with ME in the Anglophone research literature.
Since then Ole Skovsmose has gone on to develop his ideas of CME in many books and papers. The wide range of connected ideas he treats in these publications is illustrated by a list of some of the key terms in his titles. These include: aporism, applications, citizenship, competence, critical, democracy, dialogical, formatting power, globalization, knowledge, mathemacy, mathematical archaeology, meaning, modelling, philosophy, political dimensions, project work, reflective, responsibility, society, social functions, technology, theoretical framework, uncertainty. These terms highlight the emphasis on both epistemological issues and social contexts and issues concerning mathematics, with a special emphasis on education and social critique/social justice.
Although CME has a number of godparents like Ubi D’Ambrosio, and in Scandinavia, Bent Christiansen and Stieg Mellin-Olsen, it is not exaggerating too much to call Ole Skovsmose the father of CME. Another seminal contribution is that of Frankenstein (1983).
So it is an honour and a pleasure