Critical Mathematics Education

Acknowledgments
Introduction
Contents
Part I: Learning and Landscapes
	Chapter 1: Concerns and Hopes
		1.1 Concerns
		1.2 Hopes
		1.3 Social Justice as Construction
		References
	Chapter 2: Landscapes and Racism
		2.1 Landscapes of Investigation
		2.2 Racism
		2.3 Media and Racism
		2.4 A Bias Index
		References
	Chapter 3: Democracy and Erosions
		3.1 Features of Democracy
			3.1.1 Voting
			3.1.2 Fairness
			3.1.3 Equity
			3.1.4 Deliberation
		3.2 Erosions of Democracy
		3.3 Erosions of Democracy Today
			3.3.1 Voting
			3.3.2 Fairness
			3.3.3 Equity
			3.3.4 Deliberation
		References
	Chapter 4: Sustainability and Risks
		4.1 Risk Society
		4.2 Experimental Forecasting and Climate Changes
		4.3 Reflections on Mathematical Modelling
		4.4 Use of Water
		4.5 Environmental Justice
		References
	Chapter 5: To Learn or Not to Learn?
		5.1 Learning and Action
		5.2 Action and Intention
		5.3 Intention and Foreground
		5.4 Foreground and Motive
		5.5 Motive and Mathematics
		5.6 Mathematics and Life-Worlds
		5.7 A Conclusion: Life-Worlds and Learning
		References
Part II: Crises and Formatting
	Chapter 6: Crisis and Critique
		6.1 Critical Situation
		6.2 A Hierarchy of Crisis and Critique
		6.3 A Multiplicity of Crises and Critique
		References
	Chapter 7: Banality of Mathematical Expertise
		7.1 A Role Model
		7.2 A Four-Dimensional Philosophy of Mathematics
		7.3 The Ethical Dimension
		7.4 Banality
		7.5 From the Classroom
		References
	Chapter 8: Mathematics and Ethics
		8.1 Quantifying
		8.2 Digitalising
		8.3 Serialising
		8.4 Categorising
		8.5 Imagining
		8.6 Banality
		References
	Chapter 9: Mathematics and Crises
		9.1 Mathematics as Picturing a Crisis
		9.2 Mathematics as Constituting a Crisis
		9.3 Mathematics as Formatting a Crisis
		9.4 Politics of Crises
		References
	Chapter 10: Picturing or Performing?
		10.1 Mathematics as Picturing
		10.2 Language as Picturing
		10.3 Language as Performing
		10.4 Mathematics as Performing
		References
Part III: Critique and Dialogue
	Chapter 11: Critique of Mathematics
		11.1 Mathematics as Glorious
		11.2 Mathematics as Harmless and Innocent
		11.3 Mathematics as Indefinite
		References
	Chapter 12: Critique of Critique
		12.1 Critique as Methodology
		12.2 Critique as Hammering
		12.3 Critique as Dialogue
		References
	Chapter 13: Initial Formulations of Critical Mathematic Education
		13.1 Education Lost in a Dream World
		13.2 Education Turning Critical
		13.3 Mathematics Education Turning Critical
		13.4 Sociological Imagination and Exemplary Learning
		13.5 Brazil: Land of the Future
		References
	Chapter 14: A Dialogic Theory of Learning Mathematics
		14.1 Theory
		14.2 Dialogue and Critique
		14.3 Learning Interacts
			14.3.1 Getting in Contact
			14.3.2 Exploring
			14.3.3 Positioning
			14.3.4 Foregrounding
			14.3.5 Externalising
			14.3.6 Doubting
		14.4 Was That a Theory?
		References
Part IV: Width and Depth
	Chapter 15: All Students
		15.1 Students at Social Risks
		15.2 Students in Comfortable Positions
		15.3 University Students in Mathematics
		References
	Chapter 16: Beyond Stereotypes
		16.1 Neat
		16.2 Affluent
		16.3 Placid
		16.4 Descriptive
		References
	Chapter 17: Social Theorising and the Formatting Power of Mathematics
		17.1 Structuration
		17.2 Risk Society
		17.3 Life-Worlds
		17.4 Violence
		References
	Chapter 18: A Philosophy of Critical Mathematics Education
		18.1 Social Justice
		18.2 Environmental Justice
		18.3 Mathematics in Action
		18.4 Foregrounds
		18.5 Dialogue and Critique
		References
Composed Reference List
Name Index
Subject Index