Call for papers – Revisiting democracy and diverse literacies in the context of Nordic mathematics education
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May 6, 2025, 5:33:01 PMMay 6
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Abstract
The scope of this special issue is to open spaces where diverse literacies and the question of mathematics education can be explored and discussed as responses to urgent contemporary entangled challenges such as global warming causing ecosystem collapse, migration, and conflicts over recourses which may threaten biodiversity, peace, and security. In the Nordic countries the curriculum requires education to foster democratic citizens. In the Nordic mathematics education research context, the works of Ole Skovsmose and Stieg Mellin Olsen addressed democracy already in the 1980s and 1990s. More than three decades later, we note how research in mathematics education has come gradually to appropriate such accounts of democracy striving to identify how they could belived in the everyday practice of teaching from early, to primary, secondary and tertiary education whilst at the same struggle to work through interdisciplinary areas or thematic contexts that allow to connect mathematics to societal concerns.
The relevance of science, technology, and environment literacies in the context of mathematics education, and across disciplinary borders, are central to discussions about diverse literacies and mathematics education in relation to contemporary challenges and democracy. The main target for the call is:
Interdisciplinary contexts relevant for democratic citizenship that allow for literacies across mathematics and other disciplines, such as science, environment, technology and STE(A)M
More: https://tidsskrift.dk/NOMAD/article/view/156884/199215?fbclid=IwY2xjawKAErdleHRuA2FlbQIxMQABHsUhXKLVl7dXrNksa63TXUH-PZDpJKj-Qni3u-YYTZ61BqbIzYO48L2JRanB_aem_tWoYRJctLj2XLiSx5IMiXw
https://tidsskrift.dk/NOMAD/article/view/156884
The scope of this special issue is to open spaces where diverse literacies and the question of mathematics education can be explored and discussed as responses to urgent contemporary entangled challenges such as global warming causing ecosystem collapse, migration, and conflicts over recourses which may threaten biodiversity, peace, and security. In the Nordic countries the curriculum requires education to foster democratic citizens. In the Nordic mathematics education research context, the works of Ole Skovsmose and Stieg Mellin Olsen addressed democracy already in the 1980s and 1990s. More than three decades later, we note how research in mathematics education has come gradually to appropriate such accounts of democracy striving to identify how they could belived in the everyday practice of teaching from early, to primary, secondary and tertiary education whilst at the same struggle to work through interdisciplinary areas or thematic contexts that allow to connect mathematics to societal concerns.
The relevance of science, technology, and environment literacies in the context of mathematics education, and across disciplinary borders, are central to discussions about diverse literacies and mathematics education in relation to contemporary challenges and democracy. The main target for the call is:
Interdisciplinary contexts relevant for democratic citizenship that allow for literacies across mathematics and other disciplines, such as science, environment, technology and STE(A)M
More: https://tidsskrift.dk/NOMAD/article/view/156884/199215?fbclid=IwY2xjawKAErdleHRuA2FlbQIxMQABHsUhXKLVl7dXrNksa63TXUH-PZDpJKj-Qni3u-YYTZ61BqbIzYO48L2JRanB_aem_tWoYRJctLj2XLiSx5IMiXw
https://tidsskrift.dk/NOMAD/article/view/156884
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