On Processes of Coloniality and Decoloniality of Knowledge: Notions for Analysing the International History of Mathematics Teaching

Resumo

The aspiration of this paper is to develop a novel approach towards investigating the socio-political history of mathematics teaching in educational systems. Traditionally, historical studies are confined to just one country, the author's country. Broader approaches address international developments by confronting and comparing global and local aspects--revealing general patterns and more specific 'local' structures and characteristics. Yet, already in antiquity and medieval times, the specific characteristic of mathematics teaching, namely to operate at the crossroads of general education and vocational training, proved to be intimately tied to the functioning of the particular political system. In pre-modern times, however, a truly international pattern emerged for the first time: European powers conquered, occupied and colonised overseas regions. Given that educational systems were emerging at the same time within these states, they often transmitted elements of these structures to their colonies. This phenomenon included mathematics, and the history of its teaching is analysed here as a part of coloniality. It is shown that this was not a uniform process, and the differences between the various colonial powers are discussed. The involvement of mathematics in the process of decolonisation is addressed, as well as its role in the tension between continued coloniality and movements of decoloniality. Finally, the general framework provided for studying socio-political processes connected with establishing mathematics teaching within public educational systems is applied, in order to analyse recent coloniality practices effected by international achievement studies.

Dados da obra

Tipo

Artigo

Periódico

ZDM: Mathematics Education

Ano

2021

Idioma

en

Palavras-chave

Politics of Education; Mathematics Education; Educational History; Mathematics; History; Global Approach; Public Education

Temas

Educação Profissional e Tecnológica, História da Matemática

ISSN

1863-9690

Acesso

Metadados apenas

Fontes

ERIC — Education Resources Information Center

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026