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Mathematics curricu...
Mathematics curriculum discourses on democracy : Critical thinking in the age of digital traces
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- Andersson, Christian H. (författare)
- Malmö universitet,Institutionen för naturvetenskap, matematik och samhälle (NMS)
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- Boistrup, Lisa Björklund, 1960- (författare)
- Malmö universitet,Institutionen för naturvetenskap, matematik och samhälle (NMS)
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- Roos, Helena, 1974- (författare)
- Malmö universitet,Institutionen för naturvetenskap, matematik och samhälle (NMS)
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(creator_code:org_t)
- 2022
- 2022
- Engelska.
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Ingår i: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education. - 9791221025378
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Abstract
Ämnesord
Stäng
- The use of people’s online digital traces has given rise to concerns for democracy. The digital traces may affect the individual’s life in unexpected and negative ways. Such traces may also be of importance for understanding the spread of disinformation and the like. This paper reports on a Foucault inspired discourse analysis of the Swedish upper secondary mathematics curriculum. Two discourses are construed in the intersection of critical thinking, democracy, and this new technology. Skovsmose’s concept of mathemacy is used to identify what is critical knowledge and what is not. The first construed discourse is, “With knowledge in formal mathematics, critical thinking on democracy will follow.” The second is, “Rather a personal career than a critical citizenship.” Neither of the discourses promotes a need for mathematics education to change due to new technology with regards to critical thinking.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- Critical mathematics education
- digital traces
- democracy
- discourse
- curriculum
- Matematikens didaktik
- Mathematics education
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)
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