The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child

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An ideology critique of the use-value of mathematics (2013, background): “…groups of people considered to be disadvantaged (Martin, 2011; Secada, Fennema, & Byrd, 1995), in providing a clear social mechanism of accountability (Brown, 2011), or in fostering the appropriation of behaviours and modes of thinking and acting that make every child governable (Popkewitz, 2004).”
The Mathematical Disposition of Structural Engineers. (2007, background): “Instead, the "mathematician's disposition" aimed for in the apprentice model, to the degree that it is designed, is based primarily on pedagogy and psychology (Popkewitz, 2004), comprising attitudes and views for students that educators believe will maximize their mathematical engagement (Greeno & M”
Researching research: mathematics education in the Political (2012, background): “than any other area of the school curriculum (Popkewitz, 2004).”
The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning (2015, background): “Indeed, Thomas Popkewitz (2004) has recently offered a critique aimed at what he perceives to be a possible extreme to which the ideas of the NCTM standards (and, by extension, ideas generated within the cognitive-cultural paradigm) may be taken, one in which strictly defined developmental models le”