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In this paper we argue that the academic fields of critical mathematics education and post-normal science are complementary and can provide mutual benefits for the future. Post-normal science promotes the idea of extended peer communities, through which citizens participate with knowledge and insights in urgent and complex societal issues with conflicting stakes. Meanwhile, critical mathematics education is a philosophy of mathematics education that includes attention to the central role of mathematics in a technological society, the effects of this role, and the need for epistemic dialogue in learning and teaching mathematics. We argue that a mathematics education based on these ideas can prepare students to participate in extended peer communities. We focus particularly on the uncertainty that characterises post-normal situations. Post-normal science distinguishes various characteristics of uncertainty and highlights its centrality to post-normal situations. A critical mathematics education should prepare citizens who are able to deal with the different ways in which uncertainty matters in such situations. We illustrate these ideas through brief descriptions of three classroom studies in which students discuss issues of uncertainty and risk. [ABSTRACT FROM AUTHOR]

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This study examines the effect of a small-scale service-learning experience on college undergraduates. The example in this paper illustrates how shortterm service-learning can be implemented in an introductory-level nonmajor mathematics course for students who may have little or no previous mathematics education. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students' mathematical lives are characterized not only by a set of mathematical ideas and the engagement in mathematical thinking, but also by social relations, specifically, relations of authority. Watching student actions and speaking to students, one becomes cognizant of a 'web of authority' ever present in mathematics classrooms. In past work, it has been shown how those relations of authority may sometimes interfere with students' reflecting on mathematical ideas. However, "…by shifting the emphasis from domination and obedience to negotiation and consent…" (Amit & Fried, 2005, p.164) it has also been stressed that these relations are fluid and are, in fact, a sine qua non in the process of students' defining their place in a mathematical community. But can these fluid relations be operative also in the formation of specific mathematical ideas? It is my contention that they may at least coincide with students' thinking about one significant mathematical idea, namely, the idea of proof. In this talk, I shall discuss both the general question of authority in the mathematics classroom and its specific connection with students' thinking about proof in the context of work done in two 8th grade classrooms. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the role of mathematics education researchers in helping the society to evolve by provoking their thinking ability and inspiring them to understand mathematics teaching and learning practices.

The article discusses the effect of theory of mathematics education on mathematics teachers' practice and mentions ways to analyze its influence on the public.