Abstract
In order to understand what might be meant by ‘mathematics education is undetermined’, let me start by saying a few words about ‘mathematics’, ‘mathematics education’ and ‘undetermined’.2 I consider ‘mathematics’ an open concept, which, depending on the discourse one uses, might acquire many different possible meanings. In Philosophical Investigations, Ludwig Wittgenstein talks about the variety of language games, and ‘mathematics’ might well be operating as a variety of such games. While mathematics as a research field includes a vast domain of unsolved issues and conceptions in development, mathematics as a school subject refers to a well-defined body of knowledge parcelled out in bits and pieces to be taught and learned according to pre-formed criteria.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Sense Publishers
About this chapter
Cite this chapter
Skovsmose, O. (2011). Mathematics Education is Undetermined. In: Skovsmose, O. (eds) An Invitation to Critical Mathematics Education. SensePublishers. https://doi.org/10.1007/978-94-6091-442-3_2
Download citation
DOI: https://doi.org/10.1007/978-94-6091-442-3_2
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-442-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)