A volume in Cognition, Equity, & Society: International Perspectives
Series Editors: Bharath Sriraman, University of Montana
and Lyn English, Queensland University of Technology
Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments
and controversy of politics and social life. However, critical mathematics challenges these assumptions and
actively attacks the idea that mathematics is pure, objective, and valueneutral. It argues that history, society,
and politics have shaped mathematics-not only through its applications and uses but also through molding its concepts, methods, and even
mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and
learning of mathematics, showing how these are valueladen activities indissolubly linked to social and political life. Instead, it argues that the values
of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are
necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice.
This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field.
Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the
hegemony of mathematics, ethnomathematics, and reallife education; Capitalism, globalization, politics, social class, habitus, citizenship and equity.
The book demonstrates the links between these themes and the discipline of mathematics, and its
critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern
with critical perspectives of mathematics and education, and of the ways they impact on practice.