Lý thuyết hậu hiện đại phê phán trong nghiên cứu giáo dục toán học: một thực hành không chắc chắn

Educational Studies in Mathematics - Tập 80 - Trang 41-55 - 2012
David W. Stinson1, Erika C. Bullock1
1College of Education, Georgia State University, Atlanta, USA

Tóm tắt

Trong bài viết này, các tác giả cung cấp cái nhìn tổng quan về giáo dục toán học như một lĩnh vực nghiên cứu, xác định và thảo luận ngắn gọn về bốn sự chuyển biến hoặc khoảnh khắc lịch sử. Họ minh họa cách mà các nhà nghiên cứu hoạt động trong những khoảnh khắc khác nhau không chỉ khái niệm hóa những tương tác giữa giáo viên, học sinh và toán học một cách khác nhau mà còn xem giáo viên, học sinh và toán học là những đối tượng nghiên cứu khi họ đặt ra những câu hỏi khác nhau được khả thi bởi những quan điểm lý thuyết khác nhau. Các tác giả sau đó cung cấp mô tả ngắn gọn về lý thuyết phê phán và lý thuyết hậu hiện đại, và gợi ý rằng lý thuyết hậu hiện đại phê phán là một lý thuyết lai mang lại một thực hành không chắc chắn cho việc tái khái niệm và tiến hành nghiên cứu giáo dục toán học. Họ kết luận bằng cách tóm tắt ba bài nghiên cứu mà họ tin rằng exemplify sự không chắc chắn trao quyền và nhân văn hóa về cách thức giáo viên, học sinh, toán học và tính đa dạng của các tương tác trong đó có thể được tái khái niệm với/trong lý thuyết hậu hiện đại phê phán.

Từ khóa

#giáo dục toán học #lý thuyết phê phán #lý thuyết hậu hiện đại #nghiên cứu giáo dục

Tài liệu tham khảo

Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39, 464–488.

Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29, 41–62.

Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110, 608–645.

Bottomore, T. B. (Ed.). (2001). A dictionary of Marxist thought (2nd ed.). Malden: Blackwell.

Bourdieu, P. (1998). The new capital. In Practical reason: On the theory of action (pp. 19–30). Stanford: Stanford University Press.

Bowles, S. (1977). Unequal education and the reproduction of the social division of labor. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 137–153). Oxford: Oxford University Press.

Bowles, S., & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75, 1–18.

Brown, T., & Jones, L. (2001). Action research and postmodernism: Congruence and critique. Buckingham: Open University Press.

Brownell, W. (2004). The place of meaning in the teaching of arithmetic. In T. P. Carpenter, J. A. Dossey, & J. L. Koehler (Eds.), Classics in mathematics education research (pp. 9–14). Reston: National Council of Teachers of Mathematics. (Original work published 1947).

Burton, L. (Ed.). (2003). Which way social justice in mathematics eduacation? Westport: Praeger.

Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. New York: Routledge. (Original work published 1990).

Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1987). Written and oral mathematics. Journal for Research in Mathematics Education, 18, 83–97.

Cobb, P., Perlwitz, M., & Underwood, D. (1996). Constructivism and activity theory: A consideration of their similarities and differences as they relate to mathematics education. In H. Mansfield, N. A. Pateman, & N. Bednarz (Eds.), Mathematics for tomorrow’s young children (pp. 10–58). Dordrecht: Kluwer.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Thousand Oaks: Sage.

Deleuze, G., & Guattari, F. (1987). Introduction: Rhizome In A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans., pp. 3–25). Minneapolis, MN: University of Minnesota Press. (Original work published 1980).

Derrida, J. (1997). Of grammatology (G. C. Spivak, Trans. Corrected ed). Baltimore, Johns Hopkins University Press. (Original work published 1974).

Donmoyer, R. (2006). Take my paradigm … please! The legacy of Kuhn’s construct in educational research. International Journal of Qualitative Studies in Education, 19, 11–34.

Ernest, P. (1997). The epistemological basis of qualitative research in mathematics education: A postmodern perspective. Journal for Research in Mathematics Education-Monograph, 9, 22–39.

Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany: State University of New York Press.

Ernest, P. (2004). Postmodernism and the subject of mathematics. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 15–33). Greenwich: Information Age.

Ernest, P. (2010). The scope and limits of critical mathematics education. In H. Alrø, O. Ravn, & P. Valero (Eds.), Critical mathematics education: Past, present and future: Festschrift for Ole Skovsmose (pp. 65–87). Rotterdam: Sense.

Evans, J., Morgan, C., & Tsatsaroni, A. (2006). Discursive positioning and emotion in school mathematics practices. Educational Studies in Mathematics, 63, 209–226.

Fleener, M. J. (2004). Why mathematics? Insights from poststructural topologies. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 201–218). Greenwich: Information Age.

Foucault, M. (1972). The archaeology of knowledge (A. M. Sheridan Smith, Trans.). New York: Pantheon Books. (Original work published 1969).

Foucault, M. (1980). Truth and power (C. Gordon, L. Marshall, J. Mepham & K. Soper, Trans.). In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings, 1972–1977 by Michel Foucault (pp. 109–133). New York: Pantheon Books.

Foucault, M. (1994). The order of things: An archaeology of the human sciences. New York: Vintage Books. (Original work published 1966).

Foucault, M. (1996a). An aesthetics of existence. In S. Lotringer (Ed.), Foucault live: Interviews, 1961–1984 (J. Johnston, Trans., pp. 450–454). New York: Semiotext(e). (Original work published 1984).

Foucault, M. (1996b). From torture to cellblock. In S. Lotringer (Ed.), Foucault live: Interviews, 1961–1984 (J. Johnston, Trans., pp. 146–149). New York: Semiotext(e). (Original work published 1975).

Frankenstein, M. (1987). Critical mathematics education: An application of Paulo Freire’s epistemology. In I. Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 180–210). Portsmouth: Boynton/Cook. (Original work published 1983).

Freire, P. (2000). Pedagogy of the oppressed (M. B. Ramos, Trans., 30th anniv. ed). New York: Continuum. (Original work published 1970).

Gates, P., & Vistro-Yu, C. P. (2003). Is mathematics for all? In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (Vol. 1, pp. 31–73). Dordrecht: Kluwer.

Good, T., & Grouws, D. (1979). The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms. Journal of Educational Psychology, 71, 355–362.

Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4, 145–187.

Gutiérrez, R. (2010). The sociopolitical turn in mathematics education research. Journal for Research in Mathematics Education, 41. Retrieved from http://www.nctm.org/publications/article.aspx?id=31242.

Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34, 37–73.

Gutstein, E. (2009). The politics of mathematics education in the United States. In B. Greer, S. Mukhopadhyay, A. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 137–164). New York: Routledge.

Hardy, T. (2004). “There’s no hiding place”: Foucault’s notion of normalization at work in a mathematics lesson. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 103–119). Greenwich: Information Age.

Kelly, A. E. (Ed.) (2008). Special issue on Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Educational Researcher, 37(9) [Special issue].

Kilpatrick, J. (1992). A history of research in mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 3–38). New York: Macmillan.

Kincheloe, J. L., & McLaren, P. (1994). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 139–157). Thousand Oaks: Sage.

Klein, M. (2002). Teaching mathematics in/for new times: A poststructuralist analysis of the productive quality of the pedagogic process. Educational Studies in Mathematics, 50, 63–78.

Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago Press. (Original work published 1962).

Lather, P. A. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.

Lather, P. A. (2006). Paradigm proliferation as a good thing to think with: Teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19, 35–57.

Lather, P. A. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany: State University of New York Press.

LeCompte, M. D., Preissle, J., & Tesch, R. (1993). The role of theory in the research process. In Ethnography and qualitative design in educational research (2nd ed., pp. 116–157). San Diego: Academic.

Leistyna, P., & Woodrum, A. (1996). Context culture: What is critical pedagogy? In P. Leistyna, A. Woodrum, & S. A. Sherblom (Eds.), Breaking free: The transfermative power of critical pedagogy (pp. 1–7). Cambridge: harvard Educational Review.

Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), International perspectives on mathematics education (pp. 19–44). Westport: Ablex.

Lerman, S. (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87–113.

Lerman, S., Xu, G., & Tsatsaroni, A. (2002). Developing theories of mathematics education research: The ESM story. Educational Studies in Mathematics, 51, 23–40.

Lester, F. K., Jr., & Lambdin, D. V. (2003). From amateur to professional: The emergence and maturation of the U.S. mathematics education community. In G. M. A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (Vol. 2, pp. 1629–1700). Reston: National Council of Teachers of Mathematics.

Lyotard, J. F. (1984). The postmodern condition: A report on knowledge (G. Bennington & B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press. (Original work published 1979).

Martin, D. B. (2003). Hidden assumptions and unaddressed questions in Mathematics for All rhetoric. The Mathematics Educator, 13(2), 7–21.

Martin, D. B. (2010). Not-so-strange bedfellows: Racial projects and the mathematics education enterprise. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (Vol. 1, pp. 42–64). Berlin: Freie Universität Berlin.

Martin, D. B., Gholson, M. L., & Leonard, J. (2010). Mathematics as gatekeeper: Power and privilege in the production of knowledge. Journal of Urban Mathematics Education, 3(2), 12–24. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/95/57.

Marx, K. (1978). Theses on Feuerbach. In R. C. Tucker (Ed.), The Marx–Engels reader (2nd ed., pp. 143–145). New York: Norton. (Original work published 1845).

Marx, K., & Engels, F. (1978). Manifesto of the Communist Party. In R. C. Tucker (Ed.), The Marx–Engels reader (2nd ed., pp. 469–500). New York: Norton. (Original work published 1848).

Merriam-Webster’s collegiate dictionary (10th ed). (1999). Springfield, MA: Merriam-Webster.

Mosqueda, E. (2010). Compounding inequalities: English proficiency and tracking and their relation to mathematics performance among Latina/o secondary school youth. Journal of Urban Mathematics Education, 3(1), 57–81. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/47/48.

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington DC: U.S. Department of Education.

National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington DC: National Academy Press.

National Research Council. (2002). Scientific research in education. In R. J. Shavelson & L. Towne (Eds.), Committee on Scientific Principles for Education Research. Center for Education, Division of Behavioral and Social Sciences and Education. Washington DC: National Academy Press.

Oakes, J., Ormseth, T., Bell, R., & Camp, P. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica: Rand.

Pais, A. (2011). Criticisms and contradictions of ethnomathematics. Educational Studies in Mathematics, 76, 209–230.

Pais, A., Stentoft, D., & Valero, P. (2010). From questions of how to questions of why in mathematics education research. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (Vol. 2, pp. 369–378). Berlin: Freie Universität Berlin.

Paul, J. L., & Marfo, K. (2001). Preparation of educational researchers in philosophical foundations of inquiry. Review of Educational Research, 71, 525–547.

Plato. (trans. 1996). The republic (R. W. Sterling & W. C. Scott, Trans., Paperback ed.). New York: Norton.

Sandoval, C. (2004). US third world feminism: The theory and method of differential oppositional consciousness. In S. G. Harding (Ed.), The feminist standpoint theory reader: Intellectual and political controversies (pp. 195–209). New York: Routledge.

Seidman, S. (1994). Introduction. In S. Seidman (Ed.), The postmodern turn: New perspectives on social theory (pp. 1–23). Cambridge: Cambridge University Press.

Skovsmose, O. (1985). Mathematical education versus critical education. Educational Studies in Mathematics, 16, 337–354.

Skovsmose, O. (1994). Towards a critical mathematics education. Educational Studies in Mathematics, 27, 35–57.

Skovsmose, O. (2005). Travelling through education: Uncertainty, mathematics, responsibility. Rotterdam: Sense.

Slott, M. (2002). Does critical postmodernism help us ‘name the system’? British Journal of Sociology of Education, 23, 413–425.

St. Pierre, E. A. (2000). Poststructural feminism in education: An overview. International Journal of Qualitative Studies in Education, 13, 467–515.

St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (4th ed., pp. 611–625). Thousand Oaks: Sage.

Steffe, L. P., & Tzur, R. (1994). Interaction and children’s mathematics. In P. Ernest (Ed.), Constructing mathematical knowledge: Epistemology and mathematics education (Vol. 4, pp. 8–32). New York: Falmer.

Stinson, D. W. (2009). The proliferation of a theoretical paradigms quandary: How one novice researcher used eclecticism as a solution. The Qualitative Report, 14, 498–523. Retrieved from http://www.nova.edu/ssss/QR/QR14-3/stinson.pdf.

Stinson, D. W. (2010). Negotiating the “White male math myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 41. Retrieved from http://www.nctm.org/publications/article.aspx?id=26303.

Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105–127.

Usher, R., & Edwards, R. (1994). Postmodernism and education. London: Routledge.

Valero, P. (2004). Postmodernism as an attitude of critique to dominant mathematics education research. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 35–54). Greenwich: Information Age.

Walkerdine, V. (2004). Preface. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. vii–viii). Greenwich: Information Age.

Walshaw, M. (2001). A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light? Journal for Research in Mathematics Education, 32, 471–492.

Walshaw, M. (2004a). Introduction: Postmodernism meets mathematics education. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 1–11). Greenwich: Information Age.

Walshaw, M. (Ed.). (2004b). Mathematics education within the postmodern. Greenwich: Information Age.

Walshaw, M. (2004c). Pre-service mathematics teaching in the context of schools: An exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7, 63–86.

Walshaw, M. (Ed.). (2010). Unpacking pedagogy: New perspectives for mathematics classrooms. Charlotte: Information Age.

Weissglass, J. (2002). Inequity in mathematics education: Questions for educators. The Mathematics Educator, 12(2), 34–39.

Thông tin
Thông tin xuất bản

Educational Studies in Mathematics

Tập 80

41-55

Thông tin tác giả