Springer The Disorder of Mathematics Education: Challenging the Sociopolitical Dimensions of Research

Research within a socio-political paradigm or “turn” has been gradually recognized and institutionalized as an important part of mathematics education. This book focuses on the neglected problems, tensions and contradictions evoked by this process. The authors do this by challenging current regimes of truth about mathematics education; by identifying how recent technological developments challenge or suspend contemporary conceptions of mathematics education; by critiquing the ideological entanglement of mathematics, its education and schooling with capitalism; by self-reflective analyses of researchers' impacts on shaping what is and can be perceived as the practice of mathematics education (research); and by confronting main-stream mathematics education with socio-political contexts that are usually neglected. In this way, "mathematical rationality" becomes contextualized within contemporary society, where it reproduces itself through technologies, social practices, media and other spheres of social life. From the Back Cover Research within a socio-political paradigm or “turn” has been gradually recognized and institutionalized as an important part of mathematics education. This book focuses on the neglected problems, tensions and contradictions evoked by this process. The authors do this by challenging current regimes of truth about mathematics education; by identifying how recent technological developments challenge or suspend contemporary conceptions of mathematics education; by critiquing the ideological entanglement of mathematics, its education and schooling with capitalism; by self-reflective analyses of researchers' impacts on shaping what is and can be perceived as the practice of mathematics education (research); and by confronting main-stream mathematics education with socio-political contexts that are usually neglected. In this way, "mathematical rationality" becomes contextualized within contemporary society, where it reproduces itself through technologies, social practices, media and other spheres of social life. About the Author Hauke Straehler Pohl works as a researcher and teacher educator at the Freie Universität Berlin. His research interests evolve around the sociology of, the politics of, and the philosophy of education in general as well as in mathematics education in particular. His particular interest is devoted to the social pathologies that impede schools from creating the conditions for a “good life” within the Social for everyone. Nina Bohlmann works as a researcher at the Faculty of Education, Freie Universität Berlin. She is mainly interested in issues of social inequality with a focus on mathematics education and investigates mechanisms of the reproduction of social inequality in classroom interaction. She aims at a further theorizing and approaches this research area mainly from a micro-sociological perspective. In addition to her research she is involved in the teacher training of pre-service primary school teachers. Alexandre works in Manchester (Faculty of Education, Manchester Metropolitan University) where he reads, writes, teaches and talks about all aspects of educational research amenable to philosophical investigation. He is a scholar of Lacan and Žižek.