Landscapes of Investigation , livre ebook

LANDSCAPES OF INVESTIGATION


Landscapes of Investigation
Contributions to Critical Mathematics Education
Edited by Miriam Godoy Penteado and Ole Skovsmose
Contributions by Adriana Lima, Agustín Méndez, Amanda Moura, Ana Carolina Faustino, Arindam Bose, Bülent Avcı, Daniela Soares, Débora Souza-Carneiro, Denner Barros, Edyenis Frango, Fanny Rodríguez, Fátima Oliveira, Guilherme Gomes da Silva, Íria Gaviolli, Jeimy Suaréz, Lessandra Marcelly, Lucicleide Bezerra, Manuella Carrijo, Mario Sánchez Aguilar, Miriam Penteado, Ole Skovsmose, Paula Civiero, Rafaela da Silva, Raquel Milani, Reginaldo Britto, Rejane Julio, Renato Ribeiro and Yael Moreno





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© 2022 Miriam Godoy Penteado and Ole Skovsmose. Copyright of individual chapters is maintained by the chapters’ authors




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Miriam Godoy Penteado and Ole Skovsmose (eds), Landscapes of Investigation: Contributions to Critical Mathematics Education. Cambridge, UK: Open Book Publishers, 2022, https://doi.org/10.11647/OBP.0316
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Volume 1 | Studies on Mathematics Education and Society Book Series | ISSN Print: 2755-2616 | ISSN Digital: 2755-2624
ISBN Paperback: 978-1-80064-821-0
ISBN Hardback: 978-1-80064-822-7
ISBN Digital (PDF): 978-1-80064-823-4
ISBN Digital ebook (EPUB): 978-1-80064-824-1
ISBN Digital ebook (AZW3): 978-1-80064-825-8
ISBN XML: 978-1-80064-826-5
ISBN HTML: 978-1-80064-827-2
DOI: 10.11647/OBP.0316
Cover image: Fall by Tara Shabnavard
Cover design by Anna Gatti

Contents
Acknowledgements vii
Preface ix
1. Entering Landscapes of Investigation 1
Ole Skovsmose
2. Let’s Go Shopping 21
Fanny Aseneth Gutiérrez Rodríguez and Yael Carolina Rodríguez Moreno
3. Media and Racism 39
Reginaldo Ramos de Britto
4. Bringing the Debate over Marijuana Legalisation into the Mathematics Classroom 57
Agustín Méndez and Mario Sánchez Aguilar
5. Mathematics Embedded in Community-Based Practices: Landscape of Investigation for Examining Social (In)Justice? 69
Arindam Bose
6. Aspects of Democracy in Different Contexts of Mathematics Classes 95
Raquel Milani, Ana Carolina Faustino, Lessandra Marcelly Sousa da Silva, Débora Vieira de Souza-Carneiro, Jeimy Cortés and Reginaldo Ramos de Britto
7. Collaborative Learning within Critical Mathematics Education 115
Bülent Avcı
8. Global Citizenship 133
Manuella Carrijo
9. About Unfinishedness, Dreams and Landscapes of Investigation 149
Daniela Alves Soares
10. A Dialogue in Eternity: Children, Mathematics, and Landscapes of Investigation 163
Ana Carolina Faustino
11. Inclusive Landscapes of Investigation 185
Ole Skovsmose
12. Meetings amongst Deaf and Hearing Students in the Mathematics Classroom 197
Amanda Queiroz Moura and Miriam Godoy Penteado
13. Inclusion and Landscape of Investigation: A Case of Elementary Education 211
Íria Bonfim Gaviolli and Miriam Godoy Penteado
14. Landscapes of Investigation with Seniors 223
Guilherme Henrique Gomes da Silva, Rejane Siqueira Julio and Rafaela Nascimento da Silva
15. The Investigative Approach to Talking about Inclusion in Mathematics Teacher Education 247
Denner Dias Barros
16. Opening an Exercise: Prospective Mathematics Teachers Entering into Landscapes of Investigation 257
Raquel Milani
17. The Impact of Income Tax on the Teaching Profession: A Debate Involving Social Justice 273
Renato Douglas Gomes Lorenzetto Ribeiro, Daniela Alves Soares, Adriana de Souza Lima, Lucicleide Bezerra and Edyenis Frango
18. Critical Mathematics Education in Action: To Be or Not to Be 295
Paula Andrea Grawieski Civiero and Fátima Peres Zago de Oliveira
Contributor Biographies 323
List of Figures 335
List of Tables 337
Index 339

Acknowledgements
The book Landscapes of Investigation: Contributions to Critical Mathematics Education was planned, written, and edited during a difficult period of time. The Coronavirus pandemic haunted the world with devastating implications, also for the professional and private lives of the authors of this book. Furthermore, the time was difficult for the two of us, due to Ole’s health problems. However, in spite of all difficulties, the book became real. We are grateful for all the support we have received.
We want to thank Pamela Long (in memoriam). She helped us by making a start to the language editing process. We were extremely shocked by the news of her sudden death.
We want to thank the members of the Épura research group for all their help during this long period. We want to thank the authors for their contributions, for their collaborations in the reviewing processes, and for their enthusiasm in creating this book. We want to thank the editors of the book series Studies in Mathematics Educations and Society for accepting this book for publication, and thanks to David Kollosche, Brian Lawler, and David Wagner for guiding us through the process. We want to thank Peter Gates for his help and support during the process, and Rosalyn Sword for completing careful copy-editing of the whole manuscript.
August 2022 Miriam Godoy Penteado and Ole Skovsmose

Preface

© 2022 Penteado and Skovsmose, CC BY-NC 4.0 https://doi.org/10.11647/OBP.0316.19
Landscapes of Investigation: Contributions to Critical Mathematics Education emerged from the collaboration established through the Colloquium of Research in Critical Mathematics Education (Colóquio de Pesquisa em Educação Matemática Crítica). This event took place in 2016 and 2018 at Universidade Estadual Paulista (Unesp) in Rio Claro, and in 2019 at the University of São Paulo (USP) in São Paulo. Further Colloquium events are planned when the pandemic is under control.
In the Colloquium, most of the participants are young researchers dedicated to the further development of critical mathematics education. Many of them come from Brazil, but some also join (sometimes virtually) from Chile, Colombia, India, Mexico, and the USA. Several participants are members of the Épura research group, which is coordinated by the two of us (Miriam Godoy Penteado and Ole Skovsmose). This group was founded in 2008 and is associated with Unesp in Rio Claro. 1 Épura members are mainly Master’s and PhD students and researchers working within inclusive education inspired by critical mathematics education. Landscapes of Investigation emerged through the shared efforts of the Colloquiums and the Épura Group.
The notion of landscapes of investigation has been developed over more than twenty-five years, and this book draws on this entire process. In a crucial way, the book contributes to the further development of the notion of landscape of investigation, both with respect to its theoretical features and its practical impact; and therefore also to the general evolution of critical mathematics education. The creation of landscapes of investigation is an attempt to organise educational processes in such a way that they allow students and teachers to get involved in explorative processes guided by dialogical interactions. It is an attempt to address forms of social injustice by means of mathematics. It is also an attempt to promote a critical conception of mathematics, challenging the assumption that mathematics represents objectivity and neutrality.
One of the initial inspirations for recognising education as a critical and political force came from Paulo Freire, when he in 1968 published Pedagogia do Oprimido . At that time Brazil suffered under a military dictatorship, so the following formulations of critical education had to maintain a clandestine format. Later, critical education acquired a diverse range of manifestations, and a huge number of educational practices, as well as books, articles, doctoral dissertations, and Master’s theses.
In Brazil one also finds a wealth of important contributions to the further development of critical mathematics education. Many teachers and schools have engaged students in project work in mathematics and addressed controversial social and political issues. Critical mathematics education has also been documented by a huge number of publications.
If we consider the contributions by people associated with the Épura research group, we find studies that present a variety of landscapes of investigation, address dialogic interactions in the classroom, consider students in marginalised positions, and challenge upper-middle-class stereotypes, as well as many other issues important for critical mathematics education. Besides producing dissertations and theses, the Épur