Malmö University Publications
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  • 1.
    Chronaki, Anna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Univ Thessaly, Dept Early Childhood Educ, Volos, Greece.
    Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship temporalities and the political of mathematics education2023In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, p. 1-23Article in journal (Refereed)
    Abstract [en]

    Mathematics education in the body politic is commonly argued as important for citizenship, the citizen and the subject but, often, the concepts remain unexamined. Based on etienne Balibar's political philosophy, the "becoming citizen subject" is traced in antiquity, modernity and posthumanity, through strivings for democracy and its impact for mathematics education is discussed. The article argues that prevailing images of the becoming "competent", "insurgent" and "creative" citizen subject are haunted in antinomies with missing human and nonhuman others acting at the margins of history and determining the political of mathematics education.

  • 2.
    Chronaki, Anna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Univ Thessaly, Math Educ & Learning Technol, Volos, Greece.
    Mathematics out in the wild: anthropological engagements with mathematics education2018In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, p. 94-99Article, book review (Other academic)
    Abstract [en]

    Book Review of Multimathemacy : anthropology and mathematics education, by Rik Pinxten, ISBN: 978-3-31926-253-6

  • 3.
    Chronaki, Anna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Univ Thessaly, Volos, Greece..
    Yolcu, Ayse
    Hacettepe Univ, Ankara, Turkey..
    Mathematics for "citizenship" and its "other" in a "global" world: critical issues on mathematics education, globalisation and local communities2021In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 23, no 3, p. 241-247Article in journal (Refereed)
    Download full text (pdf)
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  • 4.
    Ryan, Ulrika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Parra, Aldo
    Centro Indígena de Investigaciones Interculturales de Tierradentro, Cauca, Colombia.
    Epistemological aspects of multilingualism in mathematics education: an inferentialist approach2019In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 21, no 2, p. 152-167Article in journal (Refereed)
    Abstract [en]

    Recently the prevailing language-as-resource metaphor has been problematised and theorised. Using the philosophical theory of inferentialism, we trace an epistemological dimension of multilingualism in mathematics education and add it to the current language-as-resource discussions. With data from two different settings—a mathematics classroom in Sweden and a workshop in an indigenous settlement in Colombia—we show that in encounters between language practices and plural mathematics, the semantic and the epistemological are two sides of the same coin. Inferentialism captures such encounters without dichotomising either languages or mathematics. We contend that epistemological issues move beyond the scope of language-asresource approaches, but they are not paths to improving school achievement. Neither are they matters of distinguishing between formal and informal language use. Rather, an epistemological dimension is about shaping meta-understandings of language diversity that are liberated from mathematics as fixed and prestablished knowledge.

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