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By
Valero, Paola
1 Citations
This paper presents some theoretical tools to help understand the meaning of mathematics education as sociopolitical practices and the implications of these for researching mathematics education. Taking two cases of schools and students in Denmark and South Africa, the paper illustrates how the theoretical and methodological ideas come into operation when illuminating issues of equity. It is contended that the disadvantaged positioning of some students for participating in mathematics teaching and learning is the result of the routines, ideas, shared meanings, and ways of talking and conceiving mathematics education among the actors in the school organization, inside as well as outside the classroom.
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By
Valero, Paola
No abstract available
By
Barwell, Richard; Clarkson, Philip; Halai, Anjum; Kazima, Mercy; Moschkovich, Judit; Planas, Núria; Setati Phakeng, Mamokgethi; Valero, Paola; Villavicencio Ubillús, Martha
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This chapter provides the introduction to this ICMI Study 21 volume. It includes: a discussion of the place of this study and its topic within ICME; a discussion of what is meant by the study title; and a brief historical account of research on this topic in mathematics education. The chapter also recounts the various stages of the study, including the development of the discussion document, the study conference, and the preparation of this volume. The latter parts of the chapter include syntheses of some key research ideas emerging from the volume, implications for policy and practice and issues for further research.
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By
Pais, Alexandre; Valero, Paola
5 Citations
What is the place of social theory in mathematics education research, and what is it for? This special issue of Educational Studies in Mathematics offers insights on what could be the role of some sociological theories in a field that has historically privileged learning theories coming from psychology and mathematics as the main theoretical frames informing research. Although during the last 10 years the term “sociocultural” has become part of the accepted and widespread trends of mathematics education research when addressing learning, this issue gathers a collection of papers that depart from a “sociocultural” approach to learning and rather deploy sociological theories in the analysis of mathematics education practices. In this commentary paper, we will point to what we see to be the contributions of these papers to the field. We will do so by highlighting issues that run through the six papers. We will try to synthetize what we think are the benchmarks of the social approach to mathematics education that they propose. We will also take a critical stance and indicate some possible extensions of the use of social theory that are not addressed in this special issue but nonetheless are worth being explored for a fuller understanding of the “social” in mathematics education.
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By
Montecino, Alex; Valero, Paola
3 Citations
Studying mathematics teachers in the Political invites to understand how teachers’ subjectivities emerge in the entanglement of the individual in discursivematerial formations. We focus on the power effects of the expert discourses by international agencies such as OECD and UNESCO in the fabrication of the mathematics teacher’s subjectivity. Deploying a Foucaultinspired discourse analysis on a series of documents produced by these agencies, we argue that nowadays cultural thesis about who the mathematics teacher should be are framed in a double bind of the teacher as a policy product and as a sales agent. Narratives about the mathematics teacher are made possible within a dispositive of control, which makes mathematics education and mathematics teachers the cornerstone for realizing current marketoriented, competitive, and globalized societies.
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By
Parra, Aldo; Mendes, Jackeline Rodrigues; Valero, Paola; Villavicencio Ubillús, Martha
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1 Citations
In Latin America, there is a considerable Indigenous population whose participation in the educational system has been systematically obstructed by the imposition of Spanish and Portuguese, the languages of the colonial powers. The historical process of Indigenous education was rooted in the colonial project assimilation. A recent move towards the acknowledgement of linguistic and cultural diversity has opened spaces for new discussions about education as a terrain for regaining and reclaiming a cultural identity. In this context, we examine challenges and possibilities for the development of Indigenous mathematics education in multilingual contexts, based on existing research carried out in Brazil, Peru, and Colombia. We consider the relationship between language policy and educational policy, as well as bilingualism and its implementation in relation to Indigenous education. We discuss the development of mathematical registers and language revitalization as central issues within the mathematics education of Indigenous people.
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By
Halai, Anjum; Muzaffar, Irfan; Valero, Paola
1 Citations
It is our contention that research plays a role in creating and reifying the very concepts and notions that it seeks to study. Published research in multilingual mathematics education was reviewed to critically examine its underpinning rationality on: (a) how the learner is portrayed; (b) how mathematics education (teaching and learning) is portrayed; and (c) the notion of language as formulated in the texts. Two research trends were examined: largescale studies on mathematics achievement and how they address multilingualism, and smallscale, classroombased studies and their recommendations about practice. On the basis of this critical review we argue that research very often has a double effect of power. On the one hand it reifies categories of exclusion such as “multilingual learner” by documenting its existence. On the other hand, it provides methods and instruments to diminish the achievement gap and help the multilingual learner assimilate with the culture and language of the dominant group. We conclude that research rationality cannot be seen without a deeper questioning of the philosophical, ontological, and epistemological assumptions that underpin the traditional views of what constitutes mathematics and, by implication, mathematics education.
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By
Zhou, Chunfang; Valero, Paola
4 Citations
Different pedagogical strategiesPedagogical strategies
influence the development of creativityCreativity
in project groupsProject groups
in science and engineering educationScience and engineering education
. This study is a comparison between two cases: ProblemBased Learning (PBL)ProblemBased Learning (PBL)
in Denmark and ProjectOrganized Learning (POL)ProjectOrganized Learning (POL)
in China. The empirical resources are based on the results from a Master’s study that was carried out with respect to POL in China (2004–2007) and a Ph.D. study that was conducted with respect to PBL in Denmark (2008–2012). The results suggest: (1) there are many diverse influencing elements in learning environmentsLearning environments
of creativity in both PBL in Denmark and POL in China, and there are interactions between the different elements that underpin a systematic view of the influences of project contexts on creativity; and (2) supervisors in China and Denmark have different attitudes towards the development of creativity in students, which reveals the differences in the learning culturesLearning cultures
and the implications for improvements in the fostering of creativity through project strategiesProject strategies
in engineering and science education for the future.
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