Popular culture, educational discourse, and mathematics / Peter M. Appelbaum.

Format:

Book

Author/Creator:

Appelbaum, Peter Michael.

Series:

SUNY series, education and culture.

SUNY series, education and culture

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Mathematics--Psychological aspects.

Popular culture.

Physical Description:

viii, 309 p.

Edition:

1st ed.

Place of Publication:

Albany : State University of New York Press, c1995.

Language Note:

English

Summary:

This groundbreaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an "extreme case," since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum's juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of "common sense" distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture. Peter M. Appelbaum is Assistant Professor of Curriculum and Instruction at the William Paterson College of New Jersey.

Contents:

Intro

Contents

Acknowledgments

0. Introduction

Opening

Why is this Chapter 0?

The Prospectus

Mass Culture and Critical Pedagogy

Introduction

Power!

Reading Popular Culture

1. The Best Teacher in America

Everything Depends on the Teacher

The Teacher as Myth

Teacher as Signifier

Teacher as Hero

Escalante: The Best Teacher in America

Unraveling the Myth

Mathematics Teacher

Why Does Everything Depend on the Teacher?

2. Ezekiel Saw the Wheel: Problem Solving on and off TV

The Opposition of Method and Content

Precedent: Professional Knowledge Overrides Teacher Personality

Teachers as Epistemological Metaphors

Philosophies of Mathematics Hide the Social

Pedagogy and Popular Culture

Game Shows Hit the Jackpot

Games and Schools

Probability and Profit

Problems and Problem Solving

Imitators and Echoes

Numbers and Money

The Transformation of Problem Solving

3. Gender and the Construction of Social Problems

Gender as a Social Problem

Gender and Sex

A Political Context

Liberal Feminist Research: A Professional Context

Gender as News

Coda

-1. Consumer Culture: Power and the Identity Politics of Mathematics Education

From Critical Literacy, to Popular Culture

Mathematics as a Cultural Resource

Danger

Homage to Whitty and Young

For(e)ward

Epilogue/Prologue

Notes

Chapter 0

Chapter 1

Chapter 2

Chapter 3

Chapter (-1)

Bibliography

Index

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. [267]-298) and index.

ISBN:

0-7914-9511-6

0-585-04566-6

OCLC:

42854948