Elizabeth de Freitas – författare

In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term ‘math wars’ is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that ‘mathematics education’ cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the debate. In order to engage this issue we consider a transcription of a panel debate 2 between mathematicians and mathematics educators held in Brazil in 1998 . There is at least a double meaning for the word ‘debate’: it may mean a meeting having a beginning and an end, well-localized in space and time and with a specific proposal or focus, as in the following sentence ‘I am going to see on TV the debate between Bush and Blair tomorrow at 5 pm’.

In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term ‘math wars’ is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that ‘mathematics education’ cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the debate. In order to engage this issue we consider a transcription of a panel debate 2 between mathematicians and mathematics educators held in Brazil in 1998 . There is at least a double meaning for the word ‘debate’: it may mean a meeting having a beginning and an end, well-localized in space and time and with a specific proposal or focus, as in the following sentence ‘I am going to see on TV the debate between Bush and Blair tomorrow at 5 pm’.

Posthuman Social Science and Computational Culture offers theoretical and practical insight into posthuman social science research methods, addressing new challenges in computational culture. Philosophy and theory from media studies, software studies, and science and technology studies (STS) are used to make sense of cultural trends and empirical experiments. This book explores new empiricisms in posthuman social science, with particular attention to computational culture and digital life. This book carefully treats key philosophical thinkers such as Karen Barad, Rosie Braidotti, Gilles Deleuze, Édouard Glissant, Bruno Latour, and Gilbert Simondon, and explains how these theorists help make sense of our current social and material conditions. Essays explore difficult questions for contemporary social science researchers: How should we understand computability and its limits? What is the nature of digital relationality? In what sense are software instruments useful in studying political ecologies? How do sensory and affective atmospheres become robust learning environments? When do arts-based and surrealist experiments have impact? Can mapping experiments help disrupt oppressive spatial regimes where control dominates? Why might we affirm the speculative practices of both science and fiction, as part of a post-colonial Anthropocene epistemology? What differentiates human and machine cognitive behavior? Ideas from many current media theorists in software and cultural studies are taken up and applied, including the work of Louise Amoore, Matthew Fuller, Alexander Galloway, Mark Hansen, Kara Keeling, Achille Mbembe, and Luciana Parisi.This book will be of interest to graduate students and researchers in the social sciences and humanities (education, social work, sociology, anthropology, media studies, feminist studies), who are interested in the power of theory and philosophy, and are designing empirical experiments to investigate the complex ways that computation and digital technology are changing our lives and our sense of how and why we do ‘social’ research.

Posthuman Social Science and Computational Culture offers theoretical and practical insight into posthuman social science research methods, addressing new challenges in computational culture. Philosophy and theory from media studies, software studies, and science and technology studies (STS) are used to make sense of cultural trends and empirical experiments. This book explores new empiricisms in posthuman social science, with particular attention to computational culture and digital life. This book carefully treats key philosophical thinkers such as Karen Barad, Rosie Braidotti, Gilles Deleuze, Édouard Glissant, Bruno Latour, and Gilbert Simondon, and explains how these theorists help make sense of our current social and material conditions. Essays explore difficult questions for contemporary social science researchers: How should we understand computability and its limits? What is the nature of digital relationality? In what sense are software instruments useful in studying political ecologies? How do sensory and affective atmospheres become robust learning environments? When do arts-based and surrealist experiments have impact? Can mapping experiments help disrupt oppressive spatial regimes where control dominates? Why might we affirm the speculative practices of both science and fiction, as part of a post-colonial Anthropocene epistemology? What differentiates human and machine cognitive behavior? Ideas from many current media theorists in software and cultural studies are taken up and applied, including the work of Louise Amoore, Matthew Fuller, Alexander Galloway, Mark Hansen, Kara Keeling, Achille Mbembe, and Luciana Parisi.This book will be of interest to graduate students and researchers in the social sciences and humanities (education, social work, sociology, anthropology, media studies, feminist studies), who are interested in the power of theory and philosophy, and are designing empirical experiments to investigate the complex ways that computation and digital technology are changing our lives and our sense of how and why we do ‘social’ research.

Posthuman Social Science and Computational Culture offers theoretical and practical insight into posthuman social science research methods, addressing new challenges in computational culture. Philosophy and theory from media studies, software studies, and science and technology studies (STS) are used to make sense of cultural trends and empirical experiments. This book explores new empiricisms in posthuman social science, with particular attention to computational culture and digital life. This book carefully treats key philosophical thinkers such as Karen Barad, Rosie Braidotti, Gilles Deleuze, Edouard Glissant, Bruno Latour, and Gilbert Simondon, and explains how these theorists help make sense of our current social and material conditions. Essays explore difficult questions for contemporary social science researchers: How should we understand computability and its limits? What is the nature of digital relationality? In what sense are software instruments useful in studying political ecologies? How do sensory and affective atmospheres become robust learning environments? When do arts-based and surrealist experiments have impact? Can mapping experiments help disrupt oppressive spatial regimes where control dominates? Why might we affirm the speculative practices of both science and fiction, as part of a post-colonial Anthropocene epistemology? What differentiates human and machine cognitive behavior? Ideas from many current media theorists in software and cultural studies are taken up and applied, including the work of Louise Amoore, Matthew Fuller, Alexander Galloway, Mark Hansen, Kara Keeling, Achille Mbembe, and Luciana Parisi.This book will be of interest to graduate students and researchers in the social sciences and humanities (education, social work, sociology, anthropology, media studies, feminist studies), who are interested in the power of theory and philosophy, and are designing empirical experiments to investigate the complex ways that computation and digital technology are changing our lives and our sense of how and why we do 'social' research.

Posthuman Social Science and Computational Culture offers theoretical and practical insight into posthuman social science research methods, addressing new challenges in computational culture. Philosophy and theory from media studies, software studies, and science and technology studies (STS) are used to make sense of cultural trends and empirical experiments. This book explores new empiricisms in posthuman social science, with particular attention to computational culture and digital life. This book carefully treats key philosophical thinkers such as Karen Barad, Rosie Braidotti, Gilles Deleuze, Edouard Glissant, Bruno Latour, and Gilbert Simondon, and explains how these theorists help make sense of our current social and material conditions. Essays explore difficult questions for contemporary social science researchers: How should we understand computability and its limits? What is the nature of digital relationality? In what sense are software instruments useful in studying political ecologies? How do sensory and affective atmospheres become robust learning environments? When do arts-based and surrealist experiments have impact? Can mapping experiments help disrupt oppressive spatial regimes where control dominates? Why might we affirm the speculative practices of both science and fiction, as part of a post-colonial Anthropocene epistemology? What differentiates human and machine cognitive behavior? Ideas from many current media theorists in software and cultural studies are taken up and applied, including the work of Louise Amoore, Matthew Fuller, Alexander Galloway, Mark Hansen, Kara Keeling, Achille Mbembe, and Luciana Parisi.This book will be of interest to graduate students and researchers in the social sciences and humanities (education, social work, sociology, anthropology, media studies, feminist studies), who are interested in the power of theory and philosophy, and are designing empirical experiments to investigate the complex ways that computation and digital technology are changing our lives and our sense of how and why we do 'social' research.

This book explores alternative ways to consider the relationship between mathematics and the material world. Drawing on the philosophy of Gilles Châtelet and the post-humanist materialism of Karen Barad, the authors present an 'inclusive materialist' approach to studying mathematics education. This approach offers a fresh perspective on human and nonhuman bodies, challenging current assumptions about the role of the senses, language, and ability in teaching and learning mathematics. Each chapter provides empirical examples from the classroom that demonstrate how inclusive materialism can be applied to a wide range of concerns in the field. The authors analyze recent studies on students' gestures, expressions, and drawings in order to establish a link between mathematical activity and mathematical concepts. Mathematics and the Body expands the landscape of research in mathematics education and will be an essential resource for teachers, students, and researchers alike.

Responding to widespread interest within cultural studies and social inquiry, this book addresses the question 'what is a mathematical concept?' using a variety of vanguard theories in the humanities and posthumanities. Tapping historical, philosophical, sociological and psychological perspectives, each chapter explores the question of how mathematics comes to matter. Of interest to scholars across the usual disciplinary divides, this book tracks mathematics as a cultural activity, drawing connections with empirical practice. Unlike other books in this area, it is highly interdisciplinary, devoted to exploring the ontology of mathematics as it plays out in different contexts. This book will appeal to scholars who are interested in particular mathematical habits - creative diagramming, structural mappings, material agency, interdisciplinary coverings - that shed light on both mathematics and other disciplines. Chapters are also relevant to social sciences and humanities scholars, as each offers philosophical insight into mathematics and how we might live mathematically.

In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term ‘math wars’ is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that ‘mathematics education’ cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the debate. In order to engage this issue we consider a transcription of a panel debate 2 between mathematicians and mathematics educators held in Brazil in 1998 . There is at least a double meaning for the word ‘debate’: it may mean a meeting having a beginning and an end, well-localized in space and time and with a specific proposal or focus, as in the following sentence ‘I am going to see on TV the debate between Bush and Blair tomorrow at 5 pm’.

Exploring the influence of AI technologies on theories of reason, cognition, learning, and educationLearning Under Algorithmic Conditions presents twenty-seven concise essays that collectively chart the shifting terrain of learning in the age of artificial intelligence. Providing historical and philosophical context, this innovative volume features prominent scholars from the fields of media studies, philosophy, and education research, who shed light on how learning has become newly envisioned, machinic, and more-than-human. The contributors unravel various histories of machine intelligence and elucidate the current impact of machine learning technologies on practices of knowledge production. Teeming with theoretical and practical insights, Learning Under Algorithmic Conditions is an interdisciplinary guide for those working across the humanities and social sciences as well as anyone interested in understanding our changing social, political, and technical infrastructures.Contributors: Craig Carson, Adelphi U; Felicity Coleman, U of the Arts London; Ed Dieterle; Shayan Doroudi, U of California, Irvine; David Gauthier, Utrecht U; Cathrine Hasse, Aarhus U; Talha Can İşsevenler, CUNY; Goda Klumbytė; Robb Lindgren, U of Illinois Urbana-Champaign; Michael Madiao; Henry Neim Osman; Luciana Parisi, Duke U; Carolyn Pedwell, Lancaster U; Arkady Plotnitsky, Purdue U; Julian Quiros, U of Pennsylvania; Sina Rismanchian; Warren Sack, U of California, Santa Cruz; R. Joshua Scannell, The New School; Gregory J. Seigworth, Millersville U; Rebecca Uliasz, U of Michigan; David Wagner, U of New Brunswick; Ben Williamson, U of Edinburgh.Retail e-book files for this title are screen-reader friendly with images accompanied by short alt text and/or extended descriptions.

Exploring the influence of AI technologies on theories of reason, cognition, learning, and educationLearning Under Algorithmic Conditions presents twenty-seven concise essays that collectively chart the shifting terrain of learning in the age of artificial intelligence. Providing historical and philosophical context, this innovative volume features prominent scholars from the fields of media studies, philosophy, and education research, who shed light on how learning has become newly envisioned, machinic, and more-than-human. The contributors unravel various histories of machine intelligence and elucidate the current impact of machine learning technologies on practices of knowledge production. Teeming with theoretical and practical insights, Learning Under Algorithmic Conditions is an interdisciplinary guide for those working across the humanities and social sciences as well as anyone interested in understanding our changing social, political, and technical infrastructures.Contributors: Craig Carson, Adelphi U; Felicity Coleman, U of the Arts London; Ed Dieterle; Shayan Doroudi, U of California, Irvine; David Gauthier, Utrecht U; Cathrine Hasse, Aarhus U; Talha Can İşsevenler, CUNY; Goda Klumbytė; Robb Lindgren, U of Illinois Urbana-Champaign; Michael Madiao; Henry Neim Osman; Luciana Parisi, Duke U; Carolyn Pedwell, Lancaster U; Arkady Plotnitsky, Purdue U; Julian Quiros, U of Pennsylvania; Sina Rismanchian; Warren Sack, U of California, Santa Cruz; R. Joshua Scannell, The New School; Gregory J. Seigworth, Millersville U; Rebecca Uliasz, U of Michigan; David Wagner, U of New Brunswick; Ben Williamson, U of Edinburgh.Retail e-book files for this title are screen-reader friendly with images accompanied by short alt text and/or extended descriptions.

This book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions thatshape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples.   We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples.   We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.