Abstract
This special issue of Educational Studies in Mathematics, developed from the Mathematics Education and Contemporary Theory (MECT) conferences in Manchester, U.K., follows up an earlier double special issue in Volume 80 (2012) of this journal, which comprised 18 papers authored from a dozen countries. These efforts—both in conference and in print—to develop theory in and for mathematics education should be seen as part of our community’s collective effort to offer mathematics education broader yet more rigorous “thinking tools”. We argue in this introduction that in these times where ideology so often defines “improvement” in preference to rigorous analysis, this effort is more important than ever before. The selected papers span two broad areas: theory is used to develop critical conceptual frameworks for studies in mathematics education by Llewellyn, Nolan, Barwell, Nardi, Pais; and philosophical dimensions of mathematical learning are discussed by Ernest, Skovsmose, and Boylan.
Highlights
Corresponding author: Professor Tony Brown Educational and Social Research Institute Manchester Metropolitan University Birley 1.06, 53 Bonsall Street, Manchester, M15 6GX, UK
Office 0161 247 2320; Home 0161 434 6355. This special issue of Educational Studies in Mathematics, developed from the Mathematics Education and Contemporary Theory (MECT) conferences in Manchester, U.K., follows up an earlier double special issue in Volume 80 (2012) of this journal, which comprised 18 papers authored from a dozen countries
These efforts – both in conference and in print - to develop theory in and for mathematics education should be seen as part of our community’s collective effort to offer mathematics education broader yet more rigorous “thinking tools”. We argue in this introduction that in these times where ideology so often defines “improvement” in preference to rigorous analysis, this effort is more important than ever before
Summary
Corresponding author: Professor Tony Brown Educational and Social Research Institute Manchester Metropolitan University Birley 1.06, 53 Bonsall Street, Manchester, M15 6GX, UK This special issue of Educational Studies in Mathematics, developed from the Mathematics Education and Contemporary Theory (MECT) conferences in Manchester, U.K., follows up an earlier double special issue in Volume 80 (2012) of this journal, which comprised 18 papers authored from a dozen countries. A major challenge is to rethink the breadth of mathematics education in resistance to reductive conceptions of mathematics, and to critique mathematics education conceived of and (re-)created in support of current models of economic production, technology, and political administration This is a key task for theory and theory development and alone justifies its importance to the mathematics education community
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