caa a22 4500 46799742X CHVBK 20180323112600.0 cr unu---uuuuu 170328e19900401xx s 000 0 eng 10.1007/BF00304897 doi (NATIONALLICENCE)springer-10.1007/BF00304897 Skovsmose Ole Department of Mathematics and Computer Sciences, Aalborg Universitetscenter, Strandvejen 19, DK 9000, Aalborg, Denmark aut Mathematical education and democracy [Elektronische Daten] [Ole Skovsmose] Is it possible to develop the content and form of mathematical education in such a way that it may serve as a tool of democratization in both school and society? This question is related to two different arguments. The social argument of democratization states: (1) Mathematics has an extensive range of applications, (2) because of its applications mathematics has a "society-shaping” function, and (3) in order to carry out democratic obligations and rights it is necessary to be able to identify the main principles of the development of society. The pedagogical argument of democratization states: (1) Mathematical education has a "hidden curriculum”, (2) the "hidden curriculum” of mathematical education in a traditional form implants a servile attitude towards technological questions into a large number of students, and (3) we cannot expect any development of democratic competence in school unless the teaching-learning situation is based on a dialogue and unless the curriculum is not totally determined from outside the classroom. The social argument implies that we must aim at "empowering material” which could constitute a basis for reflective knowledge i.e. knowledge about how to evaluate and criticize a mathematical model, while the pedagogical argument implies that we must aim at "open material” leaving space for decisions to be taken in the classroom. Will it become possible to create materials at the same time open and empowering? To answer this question we have to analyse the concept ‘democratic competence', which can be related to ‘reflective knowledge' characterized by a specific object of knowledge and a specific way of knowledge production. The ultimate aim will be to unify these characteristics in an epistemological theory of mathematical education. This paper is a revised version of \ldDemocratization and Mathematical Education\rd, R. 88-33 Department of Mathematics and Computer Science, Aalborg University Centre. Kluwer Academic Publishers, 1990 Educational Studies in Mathematics Kluwer Academic Publishers 21/2(1990-04-01), 109-128 0013-1954 21:2<109 1990 21 10649 https://doi.org/10.1007/BF00304897 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00304897 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Skovsmose Ole Department of Mathematics and Computer Sciences, Aalborg Universitetscenter, Strandvejen 19, DK 9000, Aalborg, Denmark aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Kluwer Academic Publishers 21/2(1990-04-01), 109-128 0013-1954 21:2<109 1990 21 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer