Researching the Socio-Political Dimensions of Mathematics Education: Issues Of Power In Theory And Methodology

By P. Valero, R. Zevenbergen. 2010

260 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Philosophy

View Paper: https://www.semanticscholar.org/paper/970821a9453f0a0def321999445f5ced9f203e61

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Maxine McKinney de Royston
2. Na'ilah Suad Nasir
3. Beth Herbel-Eisenmann
4. D. Wagner
5. Rochelle Gutiérrez
6. J. Aguirre
7. Sylvia Celedón-Pattichis
8. A. Abassian

In Sociology and Political Science

1. Na'ilah Suad Nasir
2. Maxine McKinney de Royston
3. Beth Herbel-Eisenmann
4. D. Wagner
5. Rochelle Gutiérrez
6. Douglas H. Clements
7. J. Aguirre
8. M. Civil

In Philosophy

1. Beth Herbel-Eisenmann
2. D. Wagner
3. Rochelle Gutiérrez

Citations in the corpus

• Five different perspectives on mathematical modeling in mathematics education (2020, background): “The foundation of this perspective is built on the work of Skovsmose (1994; Skovsmose & Borba, 2004) in the field of critical mathematics pedagogy, in which two main objectives arise.”
• The Sociopolitical Turn in Mathematics Education (2013, background): “…(2003), Lather (1991), Lomawaima (2000), Lopez (2001), Sandoval (2000), Solórzano and Yosso (2002), Smith (1999), St. Pierre and Pillow (2000), Valero and Zevenbergen (2004), and Villenas (1996). these issues have been limited by the number of research articles that have embraced critical…”
• Students’ Critical Awareness of Voice and Agency in Mathematics Classroom Discourse (2007, background): “My agenda was not the same as the students’ agenda for this class.2 In fact, our agendas, or what Skovsmose and Borba (2004) termed “imagined situations” (p. 213), kept changing as we were responding to one other.”
• Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility (2017, background): “Many voices call on MERs to acknowledge power relations and the political acts in which we engage (e.g., Gutiérrez, 2013; Lerman, 2000; Martin, 2015; Pais & Valero, 2012; Valero & Zevenbergen, 2004).”
• Power, Identity, and Mathematical Practices Outside and Inside School (2013, background): “In this article, we attend to the sociopolitical as well as the social and cultural nature of teaching and learning mathematics (Gutiérrez, 2013; Valero & Zevenbergen, 2004).”