Aligning school mathematics with a manufactured crisis: re-rendering neoliberal and neoconservative discourses as commonsensical in a rural place
Author:
Funder
University of Missouri Research Board
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10649-024-10340-6.pdf
Reference69 articles.
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2. Andrade-Molina, M., & Montecino, A. (2019). On the marketing and distribution of school mathematics textbooks in a neoliberal context. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke, (Eds.), Proceedings of the Third Conference on Mathematics Textbook Research and Development (pp. 125–130).Universitätsbibliothek Paderborn. https://doi.org/10.17619/UNIPB/1-768.
3. Apple, M. W. (1992). Thinking more politically about the challenges before us: A response to Romberg. Journal for Research in Mathematics Education, 23(5), 438–440. https://doi.org/10.2307/749564.
4. Apple, M. W. (1993). The politics of official knowledge: Does a national curriculum make sense? Teachers College Record, 95(2), 222–241. https://doi.org/10.1177/016146819309500206.
5. Apple, M. W. (2000). Mathematics reform through conservative modernization? Standards, markets, and inequality in education. In J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning (pp. 243–259). Ablex Publishing. https://doi.org/10.1177/0895904800014002007.
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