Travelling Through Education: Uncertainty, Mathematics, Responsibility
By O. Skovsmose. 2005
179 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/9bcd8a63977de0f158a4dcf164fc83fb28a6ec56
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
Citations in the corpus
- A “Curling teacher” in mathematics education: teacher identities and pedagogy development (2011, background): “Secondly, the educational practice was considered to involve learning and becoming, rather than a simple transmission of a body of knowledge (Skovsmose 2005).”
- African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement (2006, background): “Mathematics education research within the social turn, for example, is rooted in anthropology (e.g., Boaler, 1998), social psychology (e.g., Cobb, 2000), sociology (e.g., Dowling, 2001), and sociopolitical critique (e.g., Skovsmose, 2005).”
- "How many sums can I do"? Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity (2011, unknown): “…culture of traditional textbook-driven teaching and learning, has been investigated by other scholars and is regarded as a common phenomenon in mathematics didactics research, often identified as a discourse of school mathematics (cf. Skovsmose 2006; Brown, Jones & Bibby 2004; Palmer, 2005, 2009).”
- Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry (2009, background): “This group of mathematics educators seems to subscribe to a fallibilistic view of mathematical knowledge with an emphasis on agency-oriented pedagogies (Skovsmose, 2005).”
- Teaching Mathematics for Social Justice: Conversations with Educators - A Symposium (2013, background): “Skovsmose (2005), who positions social justice mathematics as just one approach to critical mathematics, continues to reconceptualize the open and uncertain possibilities of a critical mathematics education.”