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Mathematics Education and Democratic Participation Between The Critical and The Ethical

A Socially Response-Able Approach

  • Chapter
Opening the Cage

Part of the book series: New Directions in Mathematics and Science Education ((NDMS,volume 23))

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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Author information

Authors and Affiliations

  1. Science and Mathematics Education Centre, Curtin University of Technology, Western Australia

    Bill Atweh

Authors
  1. Bill Atweh
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Editor information

Editors and Affiliations

  1. Aalborg University, Denmark

    Ole Skovsmose

  2. State University of SĂŁo Paulo, Brazil

    Ole Skovsmose

  3. Portland State University, USA

    Brian Greer

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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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