Abstract
In mathematics education research and practice today we notice a change in the multiplicity of approaches that allow us to widen our perspectives on diverse social, political and cultural dimensions of mathematics education. This chapter provides an overview of trends and a critical discussion of the use of theories to approach, discuss and critique research and practices in mathematics education, particularly with attention to social, political and cultural dimensions.
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CITATION STYLE
Jablonka, E., Wagner, D., & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. In Third International Handbook of Mathematics Education (pp. 41–67). Springer New York. https://doi.org/10.1007/978-1-4614-4684-2_2
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