Socio-political Perspectives on Mathematics Education

By P. Valero. 2004

141 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e92b10f64a4cc1711118b50136e3e5ba2d04c078

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. A. Pais
2. D. Wagner
3. Tonya Gau Bartell
4. Mary Q. Foote
5. P. Valero
6. Candia Morgan
7. Rochelle Gutiérrez

Citations in the corpus

• Pathways to equity in mathematics education: how life experiences impact researcher positionality (2011, background): “Such research is crucial to understanding the complexity of students’ experience with mathematics and how such differential experience contributes to differences in students’ success in mathematics ( Valero, 2004 ).”
• Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, unknown): “The final movement in mathematics education is sociopolitical [12,34].”
• “Everything is Math in the Whole World”: Integrating Critical and Community Knowledge in Authentic Mathematical Investigations with Elementary Latina/o Students (2009, unknown): “In the past two decades, researchers have begun to apply critical perspectives on teaching and learning to mathematics education (eg, Ernest, 2002 ; Frankenstein, 1987 , 1990 ; 1995 ; Gutstein, 2003 ; Skovsmose, 1994 ; Skovsmose & Valero, 2002 ; Valero, 2004 ).”
• An ideology critique of the use-value of mathematics (2013, background): “Sociopolitical studies in mathematics education have “politicized” a series of domains previously considered “apolitical” (Gutiérrez, 2010; Lerman, 2000; Valero, 2004).”
• Researching research: mathematics education in the Political (2012, background): “In other words, the reduction of human beings to their condition as mathematics thinkers— teachers or learners—that constructivist theories had already effectuated (Valero, 2004b) is left untouched.”
• The Sociopolitical Turn in Mathematics Education (2013, unknown): “4See, for example, Greer, Mukhopadhyay, Powell, and Nelson-Barber (2009), Mukhopadhyay and Greer (2001), Valero (2004), and Walshaw (2007). critical mathematics education (Frankenstein, 1989, 1990, 1995, 2009; Powell & Brantlinger, 2008; Skovsmose, 1994, 2004) and social justice mathematics…”
• Language and communication in mathematics education: an overview of research in the field (2014, background): “Further movement to embrace critical perspectives, sometimes called a socio-political turn (Valero 2004), has further potential to draw attention to language.”