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020 _a9783031713750
_9978-3-031-71375-0
024 7 _a10.1007/978-3-031-71375-0
_2doi
050 4 _aQA10.92-20
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
100 1 _aSkovsmose, Ole.
_eauthor.
_0(orcid)0000-0002-1528-796X
_1https://orcid.org/0000-0002-1528-796X
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_985038
245 1 0 _aCritical Philosophy of Mathematics
_h[electronic resource] /
_cby Ole Skovsmose.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXVII, 265 p. 13 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aAdvances in Mathematics Education,
_x1869-4926
505 0 _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.
520 _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.
650 0 _aMathematics
_xStudy and teaching .
_959955
650 0 _aMathematics
_xPhilosophy.
_969649
650 0 _aTeachers
_xTraining of.
_958400
650 1 4 _aMathematics Education.
_968855
650 2 4 _aPhilosophy of Mathematics.
_969650
650 2 4 _aTeaching and Teacher Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031713743
776 0 8 _iPrinted edition:
_z9783031713767
776 0 8 _iPrinted edition:
_z9783031713774
830 0 _aAdvances in Mathematics Education,
_x1869-4926
_978530
856 4 0 _uhttps://doi.org/10.1007/978-3-031-71375-0
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c63727
_d63727