Discourses of power in mathematics education research: Concepts and possibilities for action

Paola Valero

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    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.
    Original languageEnglish
    JournalPNA. Revista de investigación en didáctica de la matemática
    Volume2
    Issue number2
    Pages (from-to)43-60
    Number of pages17
    ISSN1886-1350
    Publication statusPublished - 2008

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