Researching the Socio-Political Dimensions of Mathematics Education

Contributors
Preface; Peter McLaren

Introduction: Setting The Scene Of This Book
Socio-political perspectives on mathematics education; Paola Valero

First Dialogic Unit: Challenging Traditional Research Areas From Socio-Political Perspectives
The socio-political context of the mathematics classroom. Using Bernstein’s theoretical framework to understand classroom communications; Stephen Lerman and Robyn Zevenbergen
Assessment, learning and identity; Dylan Wiliam, Hannah Bartholomew and Diane Reay

Second Dialogic Unit: Findrng Alternative Theoretical Tools
Postmodernity and social research in mathematics education; Paul Ernest
Problematising culture and discourse for mathematics education research. Defining the issues; tools for research; Tony Cotton and Tansy Hardy

Third Dialogic Unit: Researching In Conflictive Situations
Dichotomies, complementarities and tensions. Researching mathematics teaching in its social and political context; Núria Gorgorió, Nútria Planas and Alan Bishop
Lessons from research with a social movement. A voice from the South; Gelsa Knijnik

Fourth Dialogic Unit: Addressing The Researcher’s Positioning
Researching the school mathematics culture of ‘others’. Creating a self-other dialogue; Anna Chronaki
The fly on the edge of the porridge bowl. Outsider research in mathematics education; Tamsin Meaney

Fifth Dialogic Unit: Adopting Critical Approaches In Research Methodology
Understanding for changing and changing for understanding. Praxis between practice and theory through action research in mathematics education; Bill Atweh
Research methodology and critical mathematics education; Ole Skovsmose and Marcelo Borba
Methodological challenges for mathematics education research from a critical perspective; Renuka Vithal

Epilogue: Talking Back To Mathematics Education Research
School subjects, the politics of knowledge, and the projectsof intellectuals in change; Thomas Popkewitz

Name Index
Subject Index