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Modeling in mathematics education: A historical encounter with mathematics, ability and body

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  1. Tez No: 403290
  2. Yazar: AYŞE YOLCU
  3. Danışmanlar: Dr. ANITA WAGER
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Matematik, Education and Training, Mathematics
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2017
  8. Dil: İngilizce
  9. Üniversite: University of Wisconsin-Madison
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 239

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Özet (Çeviri)

The purpose of this study is twofold. First, it explores how“modeling”has become a way to do science in the contemporary mathematics education, assembling with larger social, political and scientific transformations since 1950s. Second, it brings the onto-epistemological regime of schoolmathematics into question by historically encountering with mathematics, ability and body and comes up with a spatiotemporal configuration,“mathematically able bodies”, where mathematics appears as a cultural-historical practice in the making of able bodies. Analyzing specific mathematics education practices in the United States during pre-post Second World War years (1930s-1945s), right after entering the curricula as a required subject, and contemporary (1980s-present), this study makes the continuities and discontinuities visible in the formation of self and society. While the“reason”of school-mathematics is historically reiterated, as a cultural-historical practice to regulate and control people's actions and participations and to create differences, it never repeats exactly same processes but spirally extends and makes the power relations more active and diffuse. Contemporary mathematics education becomes a model-driven science but simultaneously produces cultural norms, fabricates and divides people by classifying differences on a hierarchy. This mechanism does not position self and other in two opposite poles but reveals a process of exclusive inclusion, requiring paradoxical belonging and mutual constitution in an illusory unity, as signified in the statements like“mathematics for all”. Although current“inclusive”efforts disagrees with the previous practices such as tracking, the continuities in the onto-epistemological frame reveal that“reformed”practices are the re-enactments of the Enlightenment reason and rationality, moral qualities of life, and civilization-colonization processes. The historicity of mathematically able bodies, nevertheless, brings the porous characteristics of“knowledge”and the contestable qualities of its“nature”as a practice of change.

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