Abstract
Compulsory mathematics for social science students is problematic. We discuss the case of a group of students in Sweden who met a mathematics course inspired on the ideas of critical mathematics education and ethnomathematics. The evidence collected about students' experiences on this course indicate that opening a space for agency and linking mathematics to their foregrounds can be the basis for a more meaningful mathematical experience. Such as experience has the potential of contributing to the process of students' subjectification.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2009 |
| Antal sider | 15 |
| Status | Udgivet - 2009 |
| Begivenhed | II Congreso Internacional de Investigación, Educación y Formación Docente - Medellin, Colombia Varighed: 25 aug. 2009 → 28 aug. 2009 |
Konference
| Konference | II Congreso Internacional de Investigación, Educación y Formación Docente |
|---|---|
| Land/Område | Colombia |
| By | Medellin |
| Periode | 25/08/2009 → 28/08/2009 |
Emneord
- Critical mathematics education
- ethnomathematics
- mathematics for social science students
- meaning
- agency
- foreground
- subjectification