TY - JOUR
T1 - Discourses of power in mathematics education research: Concepts and possibilities for action
AU - Valero, Paola
PY - 2008
Y1 - 2008
N2 - Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is put forward. Three main discourses are identified: Power as an intrinsic capacity, power as structural imbalance, and power as distributed positioning. Identifying these discourses allows clarifying the values associated to mathematics education and the pedagogical imaginaries that are possible to envision for mathematics teaching and learning.
AB - Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is put forward. Three main discourses are identified: Power as an intrinsic capacity, power as structural imbalance, and power as distributed positioning. Identifying these discourses allows clarifying the values associated to mathematics education and the pedagogical imaginaries that are possible to envision for mathematics teaching and learning.
M3 - Journal article
SN - 1886-1350
VL - 2
SP - 43
EP - 60
JO - PNA. Revista de investigación en didáctica de la matemática
JF - PNA. Revista de investigación en didáctica de la matemática
IS - 2
ER -