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Shifts in the Field of Mathematics Education pp 185–202Cite as

Learning as Participatory Transformation – A Reflection Inspired by Steve Lerman’s Papers and Practice

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Abstract

This chapter aims to contribute to the analysis and discussion of social theories of mathematics learning, articulating and putting in dialogue a view of learning-in-practice taking in particular the notion of learning as participation and learning as transformation. Steve Lerman’s views and ideas about learning show to be a crucial contribution to the development of my own thought as it is argued in the chapter.

Constructions of reality, ideologies, world views, are not merely alternative theories with metaphysical implications only, to be discussed, compared, refuted, or supported in the ivory towers of philosophy. Knowledge and Power are inseparably linked, and knowledge is used as and for power, the domination of one group over another, the oppression of people, the legitimation of that oppression and the rationalization of values.

(Lerman 1996, 1992, p. 173)

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Author information

Authors and Affiliations

  1. Institute of Education, University of Lisbon, Lisbon, Portugal

    João Filipe Matos

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  1. João Filipe Matos
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Correspondence to João Filipe Matos .

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Editors and Affiliations

  1. University of Nottingham School of Education, Nottingham, United Kingdom

    Peter Gates

  2. Faculty of Education, Griffith University, Mt Gravatt, Queensland, Australia

    Robyn Jorgensen (Zevenbergen)

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Matos, J.F. (2015). Learning as Participatory Transformation – A Reflection Inspired by Steve Lerman’s Papers and Practice. In: Gates, P., Jorgensen (Zevenbergen), R. (eds) Shifts in the Field of Mathematics Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-179-4_13

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