E-Book Overview
Examining the practices of mathematics education predominant in the Australian vocational education and training sector, Fitzsimons (Monash U., Australia) criticizes current political and social structures that tend to move continuing mathematics education towards non-empowering (for the students) models of instruction that are increasingly technologized. She reviews the research on the topic and theorizes on why Australia is practicing such educational methods. Finally she assesses the role that "Critical Mathematics" could play in democratizing mathematics education.
E-Book Content
WHAT COUNTS AS MATHEMATICS?
TABLE OF CONTENTS ACKNOWLEDGEMENT AND DEDICATION INTRODUCTION Theory and Practice of Mathematics Education for Adults
PRELUDE 0.1. A Personal View From the Margins ofMathematics and Vocational Education 0.2. Multiple Perspectives 0.3. Some Working Definitions 0.3.1. Vocational Education and Training in Australia 0.3.2. Mathematics and Statistics 0.4. Aims and Goals for this Monograph 0.5. Outline of Monograph
CHAPTER 1
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XI xi
1 1 4 6 6 7 9 11
13
WHAT COUNTS AS MATHEMATICS? INSTITUTIONS AND 13 IMAGES 1.1. Introduction 1.2. The Institution of Mathematics 1.2.1. Historical Aspects of Mathematics 1.2.2. Sociological Aspects of Mathematics 1.2.3. Practices of Mathematics 1.2.4. Mathematics and Technology 1.2.5. The Structuring Roles of Technology 1.3. The Institution of Mathematics Education 1.3.1. Perspectives on the History of Mathematics Education 1.3.2. Perspectives on Ideological, Cultural, and Social Dimensions of Mathematics Education 1.3.3. Values and Goals of Mathematics Education 1.3.4. Numeracy: A Contested Concept 1.4. Images 1.4.1. Images Public and Personal 1.4.2. Images of Mathematics 1.4.3. Images of Mathematics Education 1.5. Research in Mathematics Education. 1.6. Conclusion