Abstract
During the last two decades there has been an increase in research work connecting mathematics education with society and concerns for equity, social justice and democracy. In particular we discuss the role of mathematics education and mathematics education research in the ‘informational society’. This society contains contradictions that we express in two paradoxes. The paradox of inclusion refers to the fact that current processes of globalisation, although stating a concern for inclusion, exercise an exclusion of certain social sectors. The paradox of citizenship alludes to the fact that education, although seeming ready to prepare for active citizenship, exercises an adaptation of the individual to the given social order. Much research in mathematics education ignores these two paradoxes. We try to point out what it could mean for mathematics education research to face the paradoxes of the informational society in search of more just social relationships.
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