Bharath Sriraman, The University of Montana, USA.

• Acknowledgments.Introduction.Part 1. Working with Mathematics.Chapter 1. Landscapes of Investigation.Chapter 2. How to Drag With a Worn-Out Mouse? Searching for Social Justice Through Collaboration, Miriam Godoy Penteado and Ole Skovsmose.Chapter 3. Project Work in Mathematics.Chapter 4. Inquiry Gestures, Raquel Milani and Ole Skovsmose.Part 2. Foregrounds and Possibilities.Chapter 5. Foregrounds and the Politics of Learning Obstacles.Chapter 6. Justice, Foregrounds, and Possibilities.Chapter 7. Researching Foregrounds: About Motives and Conditions for Learning, Denival Biotto Filho and Ole Skovsmose.Chapter 8. Inclusion-Exclusion: An Explosive Problem, Renato Marcone and Ole Skovsmose.Chapter 9. Researching Possibilities.Part 3. Democracy as a Challenge.Chapter 10. Ghettoizing and Globalization: A Challenge for Mathematics Education.Chapter 11. Linking Mathematics Education and Democracy: Citizenship, Mathematical Archaeology, Mathemacy, and Deliberative Interaction.Chapter 12. Democratic Competence and Reflective Knowing in Mathematics.Chapter 13. Mathematics Education and Democracy.Part 4: Mathematics and Power.Chapter 14. Mathematics as Discourse.Chapter 15. Symbolic Power, Robotting, and Surveilling.Chapter 16. Can Facts Be Fabricated Through Mathematics?Chapter 17. Mathematics as Part of Technology.Chapter 18. Reflective Knowledge: Its Relation to the Mathematical Modeling Process.Part 5: Critical Mathematics Education.Chapter 19. Explosive Problems in Mathematics Education.Chapter 20. Critique, Generativity, and Imagination.Chapter 21. Beyond Postmodernity in Mathematics Education?Chapter 22. Modernity, Aporism, and Mathematics Education.Chapter 23. Aporism and Critical Mathematics Education.Chapter 24. Mathematics Education Versus Critical Education.Name Index.Subject Index.

Bharath Sriraman, The University of Montana, USA.

• Acknowledgments.Introduction.Part 1. Working with Mathematics.Chapter 1. Landscapes of Investigation.Chapter 2. How to Drag With a Worn-Out Mouse? Searching for Social Justice Through Collaboration, Miriam Godoy Penteado and Ole Skovsmose.Chapter 3. Project Work in Mathematics.Chapter 4. Inquiry Gestures, Raquel Milani and Ole Skovsmose.Part 2. Foregrounds and Possibilities.Chapter 5. Foregrounds and the Politics of Learning Obstacles.Chapter 6. Justice, Foregrounds, and Possibilities.Chapter 7. Researching Foregrounds: About Motives and Conditions for Learning, Denival Biotto Filho and Ole Skovsmose.Chapter 8. Inclusion-Exclusion: An Explosive Problem, Renato Marcone and Ole Skovsmose.Chapter 9. Researching Possibilities.Part 3. Democracy as a Challenge.Chapter 10. Ghettoizing and Globalization: A Challenge for Mathematics Education.Chapter 11. Linking Mathematics Education and Democracy: Citizenship, Mathematical Archaeology, Mathemacy, and Deliberative Interaction.Chapter 12. Democratic Competence and Reflective Knowing in Mathematics.Chapter 13. Mathematics Education and Democracy.Part 4: Mathematics and Power.Chapter 14. Mathematics as Discourse.Chapter 15. Symbolic Power, Robotting, and Surveilling.Chapter 16. Can Facts Be Fabricated Through Mathematics?Chapter 17. Mathematics as Part of Technology.Chapter 18. Reflective Knowledge: Its Relation to the Mathematical Modeling Process.Part 5: Critical Mathematics Education.Chapter 19. Explosive Problems in Mathematics Education.Chapter 20. Critique, Generativity, and Imagination.Chapter 21. Beyond Postmodernity in Mathematics Education?Chapter 22. Modernity, Aporism, and Mathematics Education.Chapter 23. Aporism and Critical Mathematics Education.Chapter 24. Mathematics Education Versus Critical Education.Name Index.Subject Index.

Bharath Sriraman, The University of Montana, USA.

• Acknowledgments.Introduction.Part 1. Working with Mathematics.Chapter 1. Landscapes of Investigation.Chapter 2. How to Drag With a Worn-Out Mouse? Searching for Social Justice Through Collaboration, Miriam Godoy Penteado and Ole Skovsmose.Chapter 3. Project Work in Mathematics.Chapter 4. Inquiry Gestures, Raquel Milani and Ole Skovsmose.Part 2. Foregrounds and Possibilities.Chapter 5. Foregrounds and the Politics of Learning Obstacles.Chapter 6. Justice, Foregrounds, and Possibilities.Chapter 7. Researching Foregrounds: About Motives and Conditions for Learning, Denival Biotto Filho and Ole Skovsmose.Chapter 8. Inclusion-Exclusion: An Explosive Problem, Renato Marcone and Ole Skovsmose.Chapter 9. Researching Possibilities.Part 3. Democracy as a Challenge.Chapter 10. Ghettoizing and Globalization: A Challenge for Mathematics Education.Chapter 11. Linking Mathematics Education and Democracy: Citizenship, Mathematical Archaeology, Mathemacy, and Deliberative Interaction.Chapter 12. Democratic Competence and Reflective Knowing in Mathematics.Chapter 13. Mathematics Education and Democracy.Part 4: Mathematics and Power.Chapter 14. Mathematics as Discourse.Chapter 15. Symbolic Power, Robotting, and Surveilling.Chapter 16. Can Facts Be Fabricated Through Mathematics?Chapter 17. Mathematics as Part of Technology.Chapter 18. Reflective Knowledge: Its Relation to the Mathematical Modeling Process.Part 5: Critical Mathematics Education.Chapter 19. Explosive Problems in Mathematics Education.Chapter 20. Critique, Generativity, and Imagination.Chapter 21. Beyond Postmodernity in Mathematics Education?Chapter 22. Modernity, Aporism, and Mathematics Education.Chapter 23. Aporism and Critical Mathematics Education.Chapter 24. Mathematics Education Versus Critical Education.Name Index.Subject Index.