03668nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001500153072001600168072001500184072002300199072001500222072001400237100014400251245008300395250001800478264006900496300004500565336002600610337002600636338003600662347002400698490005000722505090900772520105201681650003902733650002902772650002702801650002702828650003102855650003602886710003402922773002602956776003602982776003603018776003603054830005003090856004603140978-3-031-71375-0DE-He21320251030113107.0cr nn 008mamaa240926s2024    sz |    s    |||| 0|eng d  a97830317137507 a10.1007/978-3-031-71375-02doi 4aQA10.92-20 7aJNU2bicssc 7aPB2bicssc 7aEDU0290102bisacsh 7aJNU2thema 7aPB2thema1 aSkovsmose, Ole.eauthor.0(orcid)0000-0002-1528-796X1https://orcid.org/0000-0002-1528-796X4aut4http://id.loc.gov/vocabulary/relators/aut10aCritical Philosophy of Mathematicsh[electronic resource] /cby Ole Skovsmose.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXVII, 265 p. 13 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aAdvances in Mathematics Education,x1869-49260 aPart I. Social Complexities -- Chapter 1. Modernity and the Holocaust -- Chapter 2. Glorification of Science and Mathematics -- Chapter 3. Domination by Technology -- Chapter 4. Globalised Exploitation -- Part II. Isolation and Glorification -- Chapter 5. Mathematics as Logical Tautologies -- Chapter 6. Mathematics as Formal Structures -- Chapter 7. Mathematics as Mental Acts -- Chapter 8. Mathematics as Mathematicians’ Practice -- Part III. Indefinite Constructions -- Chapter 9. Indefinite with Respect to Concepts and Proofs -- Chapter 10. Indefinite with Respect to Topics and Applications -- Chapter 11. Indefinite with Respect to Power -- Chapter 12. Indefinite with Respect to Culture -- Part IV. Ethical Challenges -- Chapter 13. A Performative Interpretation of Mathematics -- Chapter 14. Performatives -- Chapter 15. Action and Ethics -- Chapter 16. Reflective Inquiries in the Classroom.  aThis book provides a philosophy of mathematics that resonates with critical mathematics education. It draws attention to the social complexities that characterise the period of Modernity including the extreme exploitation of manual workers and their families, brutal forms of colonisations, trading of slaves, and the formation of racist ideologies. It portrays Modernity as a period of contradictions and highlights that mathematics is a part of these contradictions. The text interprets mathematics as being indefinite, seeing that mathematics is a part of the ongoing human constructions. It outlines a performative interpretation of mathematics, portraying mathematics as intrinsically connected to actions. Any kind of action, including mathematics-based actions, calls for ethical considerations and this leads to any mathematical practice, either in research, application, or education, to face ethical challenges. It illustrates with examples how a critical philosophy of mathematics can come to be an integral part of classroom practices. 0aMathematicsxStudy and teaching . 0aMathematicsxPhilosophy. 0aTeachersxTraining of.14aMathematics Education.24aPhilosophy of Mathematics.24aTeaching and Teacher Education.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303171374308iPrinted edition:z978303171376708iPrinted edition:z9783031713774 0aAdvances in Mathematics Education,x1869-492640uhttps://doi.org/10.1007/978-3-031-71375-0