Is it reasonable
to suggest that adult mathematics education has always been a cultural activity
that involves relationships between the ideological views of both ‘educator’
and ‘educated’? If so, it would be worthwhile to investigate the nature of the
culture and conversations we use in contemporary mathematics education, and how
we got here.
Evaluations of mathematics parallel historical development
describe how Absolutism evolved to inform ‘Modern’ mathematics alongside Fallibilism which informed a Radical Constructivist Tradition. From the latter emerged Post-modernism, and Poststructuralism.
By considering the epistemological origins of these mathematics
‘cultures’, and by exploring how mathematics education has evolved, we can
locate different theories and models as they have emerged and
often merged within and across paradigms, and how discourse has featured in
them. While considering adult student and educator identity, and the enduring
plasticity and power of ‘Mathematisation’ (Triadaffilidis, 1998) as a dialogic
presence in contemporary adult education discourse, opportunities may arise to
outline some impacts of these parallel traditions on educator and learner
identity, as they influence adult mathematics education in contemporary
settings.
Triadaffilidis, T. A. (1998). Dominant epistemologies
in mathematics education: For the learning of mathematics, 18:2. 21-27.
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