For Whom the Bell Tolls: Mathematics Education in Times of Crisis
DOI:
https://doi.org/10.3384/confero.6199Keywords:
Mathematics education, crises, social justice, critical pedagogy, politics of educationAbstract
In this essay, I extend Ole Skovsmose’s typology of how mathematics relates to crises, namely constituting, picturing, and formatting, into the field of mathematics education. I argue that mathematics education is not a neutral enterprise but an institutional, pedagogical, and discursive field already implicated in crises. It can constitute crises through exclusionary structures, pedagogical norms, assessment practices, and policy regimes; picture crises when learners engage mathematically with issues such as climate change, pandemics, and economic inequality; and format crises by shaping what is recognised as a legitimate problem, form of knowledge, and course of action. Drawing on critical mathematics education, I examine how curriculum, pedagogy, assessment, teacher education, research, and policy are entangled with contemporary social, economic, political, and environmental crises. This reframing shifts attention from how mathematics education might respond to crises to how it already participates in producing, representing, and defining them. I conclude by considering how greater critical and ethical reflexivity might enable mathematics education to challenge these processes and contribute to more just and sustainable futures.
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