Abstract
The relationship between mathematics education and democracy is discussed in terms of citizenship, mathematical archaeology, mathemacy and deliberative interaction. The first issue concentrates on the learner as a member of society, the second on the social functions of mathematics and on how to get to grips with mathematics in use, the third refers to an integrated kind of competence including different forms of reflection (mathematics-oriented, model-oriented, context-oriented and lifeworld-oriented reflections), the fourth issue considers the classroom as a micro-society and deals with the nature of the teaching-learning process. These four issues are discussed with reference to an example of educational practice. “Our Community”, carried out among sixteen-year-old students as an interdisciplinary project including a one-week trainee service. Finally, it is indicated that a discussion of mathematics education and democracy is essential to a further development of social theory, as the notions of citizenship, mathematical archaeology, mathemacy and deliberative interaction become part of the discussion about modemity, reflexive modemity and other constructs from recent social theory.
Kurzreferat
Die Beziehung zwischen Mathematikunterricht und Demokratie wird im Hinblick auf die Aspekte Bürger in der Gesellschaft, mathematische Archäologie. “mathemacy” (mathematische Bildung) und “deliberative” Interaktion diskutiert. Der erste Aspekt bezieht sich auf den Lernenden als Mitglied der Gesellschaft, der zweite auf die sozialen Funktionen der Mathematik. Bei dem dritten Aspekt geht es um eine umfassendere Kompetenz, die verschiedene Formen von Feflexion miteinschließt (mathematikorientierte, modellorientiete, kontextorientierte und lebensweltbezogene Reflexionen) Beim vierten Aspekt geht es um das Wesen von Lehr-Lern-Prozessen, wobei Unterricht als Mikrogesellschaft angesehen wird. Diese vier Aspekte werden im Hinblick auf ein unterrichtspraktisches Beispiel “Unsete Gemeinde” diskutiert, das einem facherübergreifenden Projekt mit sechzehnjährigen Schülern entstammt Schließlich wird gezeigt, daß eine Diskussion von Mathematikunterricht und Demokratie wesentlich für die Entwicklung einer Soziatheorie ist, wenn der Bürger in der Gesellschaft, mathematische Archäologie, “mathemacy” und “deliberative” Interaktion Bestandteile der Diskussion um die Moderne, reflexive Moderne und andere Konstrukte der derzeitigen Sozialtheorie werden.
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Skovsmose, O. Linking mathematics education and democracy: Citizenship, mathematical archaeology, mathemacy and deliberative interaction. Zentralblatt füur Didaktik der Mathematik 30, 195–203 (1998). https://doi.org/10.1007/s11858-998-0010-6
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DOI: https://doi.org/10.1007/s11858-998-0010-6