Ole Skovsmose's Books

Connecting Humans to Equations

A Reinterpretation of the Philosophy of Mathematics

By: Ole Ravn,Ole Skovsmose

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Connecting Humans to Equations

A Reinterpretation of the Philosophy of Mathematics

By: Ole Ravn,Ole Skovsmose

Connecting Humans to Equations: A Reinterpretation of the Philosophy of Mathematics presents some of the most important positions in the philosophy of mathematics, while adding new dimensions to this philosophy. Mathematics is an integral part of human and social life, meaning that a philosophy of mathematics must include several dimensions. This book describes these dimensions by the following four questions that structure the content of the book: Where is mathematics? How certain is mathematics? How social is mathematics? How good is mathematics? These four questions refer to the ontological, epistemological, social, and ethical dimension of a philosophy of mathematics. While the ontological and epistemological dimensions have been explored in all classic studies in the philosophy of mathematics, the exploration of the book is unique in its social and ethical dimensions. It argues that the foundation of mathematics is deeply connected to human and social actions and that mathematics includes not just descriptive but also performative features. This human-centered and accessible interpretation of mathematics is relevant for students in mathematics, mathematics education, and any technical discipline and for anybody working with mathematics.

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197

Publisher

Springer

Published Date

ISBN 10

3030013375

ISBN 13

9783030013370

Travelling Through Education

Uncertainty, Mathematics, Responsibility

By: Ole Skovsmose

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Travelling Through Education

Uncertainty, Mathematics, Responsibility

By: Ole Skovsmose

This is a personal notebook from a conceptual travel. But, in a different sense, it also represents a report on travelling. The main part of the manuscript was written in Brazil, Denmark and England, whilst notes have also been inspired by visits to other countries. So, the book not only represents conceptual travel, it also reflects seasons of real travelling.

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256

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BRILL

Published Date

ISBN 10

9087903626

ISBN 13

9789087903626

Towards a Philosophy of Critical Mathematics Education

By: Ole Skovsmose

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Towards a Philosophy of Critical Mathematics Education

By: Ole Skovsmose

In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through which it is possible for Big-Brother to watch the inhabitants of Oceania. However, it is not only important to control the activities of the inhabitants, it is important as well to control their thoughts, and the Thought Police are on guard. This is a very direct form of monitoring and control, but Orwell also outlines a more imperceptible and calculated line of thought control. In the Appendix to Nineteen Eighty-Four Orwell explains some struc tures of 'Newspeak', which is going to become the official language of Oceania. Newspeak is being developed by the Ministry of Truth, and this language has to substitute 'Oldspeak' (similar to standard English). Newspeak should fit with the official politics of Oceania ruled by the Ingsoc party: "The purpose of Newspeak was not only to provide a medium of expression for the world-view and mental habits proper to the devotees of Ingsoc, but to make all other modes of thought impos sible. It was intended that when Newspeak had been adopted once and for all and Oldspeak forgotten, a heretical thought - that is, a thought diverging from the principles of Ingsoc - should be literally unthink able, at least as far as thought is dependent on words.

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312

Publisher

Springer Science & Business Media

Published Date

ISBN 10

9401735565

ISBN 13

9789401735568

An Invitation to Critical Mathematics Education

By: Ole Skovsmose

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An Invitation to Critical Mathematics Education

By: Ole Skovsmose

An Invitation to Critical Mathematics Education deals with a range of crucial topics. Among these are students’ foreground, landscapes of investigation, and mathematics in action. The book is intended for a broad audience: educators, students, teachers, policy makers, anybody interested in the further development of mathematics education. The book discusses concerns and preoccupation. This way it provides an invitation into critical mathematics education.

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119

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Springer Science & Business Media

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ISBN 10

946091442X

ISBN 13

9789460914423

Dialogue and Learning in Mathematics Education

Intention, Reflection, Critique

By: Helle Alrø,Ole Skovsmose

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Dialogue and Learning in Mathematics Education

Intention, Reflection, Critique

By: Helle Alrø,Ole Skovsmose

Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.

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290

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Springer Science & Business Media

Published Date

ISBN 10

0306480166

ISBN 13

9780306480164

In Doubt

- about Language, Mathematics, Knowledge and Life-Worlds

By: Ole Skovsmose

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In Doubt

- about Language, Mathematics, Knowledge and Life-Worlds

By: Ole Skovsmose

Virtual worlds and other virtual environments offer an adaptable context for applied and situated learning experiences. In this book, educators, instructional designers, librarians, administrators and scholars reflect on how to leverage constructivist, authentic, collaborative and complex interactive educational experiences through the use of these multisensory environments.

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165

Publisher

BRILL

Published Date

ISBN 10

9460910289

ISBN 13

9789460910289

Doing Things with Things

The Design and Use of Everyday Objects

By: Ole Dreier

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Doing Things with Things

The Design and Use of Everyday Objects

By: Ole Dreier

It has been claimed that the natural sciences have abstracted for themselves a 'material world' set apart from human concerns, and social sciences, in their turn, constructed 'a world of actors devoid of things'. While a subject such as archaeology, by its very nature, takes objects into account, other disciplines, such as psychology, emphasize internal mental structures and other non-material issues. This book brings together a team of contributors from across the social sciences who have been taking 'things' more seriously to examine how people relate to objects. The contributors focus on every day objects and how these objects enter into our activities over the course of time. Using a combination of different theoretical approaches, including actor network theory, ecological psychology, cognitive linguistics and science and technology studies, the book argues against the standard notion of objects and their properties as inert and meaningless and argues for the need to understand the relations between people and objects in terms of process and change.

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253

Publisher

Routledge

Published Date

ISBN 10

1317148576

ISBN 13

9781317148579

Critique as Uncertainty

By: Ole Skovsmose

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Critique as Uncertainty

By: Ole Skovsmose

The title of the book is Critique as Uncertainty. Thus Ole Skovsmose sees uncertainty as an important feature of any critical approach. He does not assume the existence of any blue prints for social and political improvements, nor that certain theoretical structures can provide solid foundations for a critical activities. For him critique is an open and uncertain activity. This also applies to critical mathematics education. Critique as Uncertainty includes papers Ole Skovsmose already has published as well as some newly written chapters. The book addresses issues about: landscapes of investigations, students’ foregrounds, mathematics education and democracy, mathematics and power. Finally it expresses concerns of a critical mathematics education.

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391

Publisher

IAP

Published Date

ISBN 10

1623967554

ISBN 13

9781623967550

Travelling Through Education

Uncertainty, Mathematics, Responsibility

By: Ole Skovsmose

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Travelling Through Education

Uncertainty, Mathematics, Responsibility

By: Ole Skovsmose

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256

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BRILL

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ISBN 10

9087903626

ISBN 13

9789087903626

Critique as Uncertainty

By: Ole Skovsmose

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Critique as Uncertainty

By: Ole Skovsmose

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391

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IAP

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ISBN 10

1623967554

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9781623967550

Foregrounds

Opaque Stories about Learning

By: Ole Skovsmose

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Foregrounds

Opaque Stories about Learning

By: Ole Skovsmose

Foregrounds contributes to the development of theories of learning, in particular to theories of learning mathematics. It is relevant to students, student teachers, and researchers in the field of education as well as in mathematics education. Foregrounds contains six parts. Part I provides a summary of the notion of foreground as it has developed since the author introduced the idea in Towards a Philosophy of Critical Mathematics Education. In Part II, the reader meets some students who tell us about their neighbourhood, about drug dealing, violence, and about playing football. They tell us about their teachers, about mathematics, and about what they would like their teachers to do. They tell us about their hopes, expectations, and frustrations. Part III presents the notions of intentionality and life-world as developed by Brentano and Husserl. However, in Part IV the author provides a radical reinterpretation of these two notions. He describes “real-life intentionalities” and “real-life worlds” as profoundly structured by a range of social factors. Part V is composed as a meeting between, on the one hand, the students and their experiences as presented in Part II, and on the other hand these notions of “real-life intentionalities” and “real-life worlds”. Through this meeting the author develops further the notion of foreground. The concluding part (Part VI) brings more examples as illustrations. Ole Skovsmose has a special interest in critical mathematics education. He has investigated the landscape of investigation, students’ experience of meaning, project work, mathematics education and democracy, mathematics in action, and mathematics and power. He has published more than 20 books in Danish, English and Portuguese as well as a huge number of articles. Sense has published the following books by Ole Skovsmose: Travelling through Education, In Doubt, An Invitation to Critical Mathematics Education, and Opening the Cage: Critique and Politics of Mathematics Education, which is edited together with Brian Greer.

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127

Publisher

Springer

Published Date

ISBN 10

9462096538

ISBN 13

9789462096530

Dialogue and Learning in Mathematics Education

Intention, Reflection, Critique

By: Helle Alrø,Ole Skovsmose

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Dialogue and Learning in Mathematics Education

Intention, Reflection, Critique

By: Helle Alrø,Ole Skovsmose

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290

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Springer Science & Business Media

Published Date

ISBN 10

0306480166

ISBN 13

9780306480164

The Philosophy of Mathematics Education

By: Paul Ernest,Ole Skovsmose,Jean Paul van Bendegem,Maria Bicudo,Roger Miarka,Ladislav Kvasz,Regina Moeller

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The Philosophy of Mathematics Education

By: Paul Ernest,Ole Skovsmose,Jean Paul van Bendegem,Maria Bicudo,Roger Miarka,Ladislav Kvasz,Regina Moeller

This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

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Springer

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ISBN 10

3319405691

ISBN 13

9783319405698

Connecting Humans to Equations

A Reinterpretation of the Philosophy of Mathematics

By: Ole Ravn,Ole Skovsmose

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Connecting Humans to Equations

A Reinterpretation of the Philosophy of Mathematics

By: Ole Ravn,Ole Skovsmose

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Page Count

197

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Springer

Published Date

ISBN 10

3030013375

ISBN 13

9783030013370

Towards a Philosophy of Critical Mathematics Education

By: Ole Skovsmose

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Towards a Philosophy of Critical Mathematics Education

By: Ole Skovsmose

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312

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Springer Science & Business Media

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ISBN 10

9401735565

ISBN 13

9789401735568

An Invitation to Critical Mathematics Education

By: Ole Skovsmose

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An Invitation to Critical Mathematics Education

By: Ole Skovsmose

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119

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Springer Science & Business Media

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ISBN 10

946091442X

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9789460914423

University Science and Mathematics Education in Transition

By: Ole Skovsmose,Paola Valero,Ole Ravn Christensen

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University Science and Mathematics Education in Transition

By: Ole Skovsmose,Paola Valero,Ole Ravn Christensen

More than ever, our time is characterised by rapid changes in the organisation and the production of knowledge. This movement is deeply rooted in the evolution of the scientific endeavour, as well as in the transformation of the political, economic and cultural organisation of society. In other words, the production of scientific knowledge is changing both with regard to the internal development of science and technology, and with regard to the function and role science and technology fulfill in society. This general social context in which universities and knowledge production are placed has been given different names: the informational society, the knowledge society, the learning society, the post-industrial society, the risk society, or even the post-modern society. A common feature of different characterisations of this historic time is the fact that it is a period in construction. Parts of the world, not only of the First World but also chunks of the Developing World, are involved in these transformations. There is a movement from former social, political and cultural forms of organisation which impact knowledge production into new forms. These forms drive us into forms of organisation that are unknown and that, for their very same complexity, do not show a clear ending stage. Somehow the utopias that guided the ideas of development and progress in the past are not present anymore, and therefore the transitions in the knowledge society generate a new uncertain world. We find ourselves and our universities to be in a transitional period in time. In this context, it is difficult to avoid considering seriously the challenges that such a complex and uncertain social configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. It is clear that the transformation of knowledge outside universities has implied a change in the routes that research in mathematics, science and technology has taken in the last decades. It is also clear that in different parts of the world these changes have happened at different points in time. While universities in the "New World" (the American Continent, Africa, Asia and Oceania) have accommodated their operation to the challenges of the construction in the new world, in many European countries universities with a longer existence and tradition have moved more slowly into this time of transformation and have been responding at a less rapid pace to environmental challenges. The process of tuning universities, together with their forms of knowledge production and their provision of education in science and mathematics, with the demands of the informational society has been a complex process, as complex as the general transformation undergoing in society. Therefore an understanding of the current transitions in science and mathematics education has to consider different dimensions involved in such a change. Traditionally, educational studies in mathematics and science education have looked at changes in education from within the scientific disciplines and in the closed context of the classroom. Although educational change in the very end is implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. This book contributes to understanding some of the multiple aspects and dimensions of the transition of science and mathematics education in the current informational society. Such an understanding is necessary for finding possibilities to improve science and mathematics education in universities all around the world. Such a broad approach to the transitions happening in these fields has not been addressed yet by existing books in the market.

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Page Count

353

Publisher

Springer Science & Business Media

Published Date

ISBN 10

0387098291

ISBN 13

9780387098296

The Philosophy of Mathematics Education

By: Paul Ernest,Ole Skovsmose,Jean Paul Van Bendegem,Maria Bicudo,Roger Miarka,Ladislav Kvasz,Regina Moeller

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The Philosophy of Mathematics Education

By: Paul Ernest,Ole Skovsmose,Jean Paul Van Bendegem,Maria Bicudo,Roger Miarka,Ladislav Kvasz,Regina Moeller

This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of 'philosophical archaeology': the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

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ISBN 10

3319405705

ISBN 13

9783319405704

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