Our contribution to this special issue is not intended to offer a theoretical argument in conversation with the papers which form The Disorder on Mathematics Education (Straehler-Pohl, Bohlmann & Pais 2017). It is informed by much of the thinking contained therein and driven by a similar concern with the institutionalisation (and therefore the inevitable co-option and colonisation) of the socio-political dimensions of academic research in mathematics education. However, it is intended to sit alongside as a disorderly and comparatively uninvited guest at the conversation. Rather than advocating a specific set of approaches to the teaching and learning of mathematics for social justice, we are striving after a disorderliness of format to allow the advancement of a (somewhat utopian) imagination and hope, to unsettle ourselves and others and to offer the occasional, penumbrian glimpse of 'the speculative could' (Straehler-Pohl, Pais & Bohlmann 2017, p. 3). We present research fragments collected as part of an activist project without introduction or comment; however, alongside these, we offer more conventional text on neo-liberalism, the need to historicise the present, aphoristic thinking and the need for "somewhere" to be.
Povey, Hilary and Adams, Gill
"Possibilities for mathematics education? Aphoristic fragments from the past,"
The Mathematics Enthusiast: Vol. 15
, Article 10.
Available at: https://scholarworks.umt.edu/tme/vol15/iss1/10