Abstract
In the mathematics education literature, the relationship of mathematics education and democratic participation has been discussed by different authors writing from various perspectives. Here, I have in mind writers who have addressed the issue directly or indirectly through their discussion of, for example, politics of mathematics education (e.g. Mellin-Olsen, 1987), critical mathematics (e.g. Frankenstein, 1983; Skovsmose, 1994), social justice (Gutstein, 2006), ethnomathematics (e.g. D’Ambrosio, 1985; Powell & Frankenstein, 1997), and equity (e.g. Burton, 2003; Secada, 1989).
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Atweh, B. (2012). Mathematics Education and Democratic Participation Between The Critical and The Ethical. In: Skovsmose, O., Skovsmose, O., Greer, B. (eds) Opening the Cage. New Directions in Mathematics and Science Education, vol 23. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-808-7_17
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DOI: https://doi.org/10.1007/978-94-6091-808-7_17
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