Mathematization as Social Process
- 3 Downloads
Mathematization refers to the formatting of production, decision-making, economic management, means of communication, schemes for surveilling and control, war power, medical techniques, etc., by means of mathematical insight and techniques.
Mathematization provides a particular challenge for mathematics education as it becomes important to develop a critical position to mathematical rationality as well as new approaches to the construction of meaning.
The notions of mathematization and demathematization, the claim that there is mathematics everywhere, and mathematics in action are addressed, before we get to the challenges that mathematics education is going to face.
Mathematization and Demathematization
It is easy to do shopping in a supermarket. One puts a lot of things into the trolley and pushes it to the checkout desk. Here an electronic device used by the cashier makes a pling-pling-pling melody, and the total to be paid is shown. One gets out the...
KeywordsMathematization Demathematization Mathematics in action Technological imagination Hypothetical reasoning Justification Legitimation Realization Elimination of responsibility Critical mathematics education
- Christensen OR, Skovsmose O, Yasukawa K (2009) The mathematical state of the world: explorations into the characteristics of mathematical descriptions. In: Sriraman B, Goodchild S (eds) Relatively and philosophically earnest: festschrift in honor of Paul Ernest’s 65th birthday. Information Age Publishing, Charlotte, pp 83–96Google Scholar
- D’Ambrosio U (2012) A broad concept of social justice. In: Wager AA, Stinson DW (eds) Teaching mathematics for social justice: conversations with mathematics educators. National Council of Teachers of Mathematics, Reston, pp 201–213Google Scholar
- Gellert U, Jablonka E (2009) The demathematising effect of technology: calling for critical competence. In: Ernest P, Greer B, Sriraman B (eds) Critical issues in mathematics education. Information Age Publishing, Charlotte, pp 19–24Google Scholar
- Jablonka E (2010) Reflections on mathematical modelling. In: Alrø H, Ravn O, Valero P (eds) Critical mathematics education: past, present and future. Sense, Rotterdam, pp 89–100Google Scholar
- Jablonka E, Gellert U (2007) Mathematisation – demathematisation. In: Gellert U, Jablonka E (eds) Mathematization and de-mathematization: social, philosophical and educational ramifications. Sense, Rotterdam, pp 1–18Google Scholar
- O’Neil C (2016) Weapons of math destruction: How big date increase inequality and threatens democracy. Broadway Books, New YorkGoogle Scholar
- Skovsmose O (2014) Critique as uncertainty. Information Age Publishing, CharlotteGoogle Scholar
- Skovsmose O (2016) Mathematics: A Critical Rationality? In: Ernest P, Sriraman B, Ernest N (eds) Critical mathematics education: theory, praxis, and reality. Information Age Publishing, Charlotte, pp 1–22Google Scholar
- Skovsmose O, Yasukawa K (2009) Formatting power of ‘Mathematics in a Package’: a challenge for social theorising? In: Ernest P, Greer B, Sriraman B (eds) Critical issues in mathematics education. Information Age Publishing, Charlotte, pp 255–281Google Scholar
- Yasukawa K, Skovsmose O, Ravn O (2016) Scripting the world in mathematics and its ethical implications. In: Ernest P, Sriraman B, Ernest N (eds) Critical mathematics education: theory, praxis, and reality. Information Age Publishing, Charlotte, pp 81–98Google Scholar