The idea of using Badiou is interesting, but I find the argument put forth weak. The author presents some of Badiou?s ideas relating to mathematics, which are interesting, but then seeks to attack two theoretical strands within mathematics education theory, Ethnomathematics and CME, under the guise of ?analysing using a philosophical method?. This ?analysis? lacks rigor, and does not seem to even bother with more than a passing understanding of the two bodies of theory before ascribing to them simplistic methodological positions and then finding them wanting compared to Badiou. This is a straw man argument and as such is tiresome and lacking in academic integrity. Misspelt ?compiled? in methodology section, and while the author may have indeed compiled a large set of articles and books dealing with EM and CME it is not clear that s/he has understood them, or that s/he has any broader understanding of the philosophy of mathematics, the philosophy of mathematics education, or the current range of theoretical perspectives and methodological discussions in mathematics education. The reference to the ?hidden curriculum of the mathematics classroom? is interesting, and I wonder if the author has read the article by Bauersfeld by the same name from 1980? The final sentence is really appallingly arrogant. By what standard does the author judge EM and CME to have failed? Compared to what exactly? Is there a reference for the failure of CME and EM? If so please cite clearly. I would guide the author to Paul Ernest?s (U. Exeter) online journal, which recently featured an entire issue on CME celebrating Skovsmose?s ongoing contributions to the field. And in the same vein I would suggest that the author read Skovsmose?s recent book, ?Traveling through Education? (2008), which for my money is one of the best articulations of the nature of the ?underlying condition that necessitates the current inequalities that have characterized our society for so long?.? It is unfortunate that the author, who seems well intentioned and well read (in Badiou at least) should choose this confrontational approach as a way to explore Badiou?s ideas in relation to the political aspects of mathematics education. There is also at least one spelling mistake in the references.
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