Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions.
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| Title: | Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions. |
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| Authors: | Kelton, Molly L.1 molly.kelton@wsu.edu, Nemirovsky, Ricardo2 |
| Source: | Journal of Curriculum Studies. Feb2023, Vol. 55 Issue 1, p82-104. 23p. 11 Black and White Photographs, 2 Diagrams. |
| Subject Terms: | *Mathematics education, *Curriculum research, *Classroom environment, *School children, *Elementary education, Exhibitions, Museums |
| Geographic Terms: | United States |
| Abstract: | Museum-based mathematics exhibitions are increasingly prominent but under-theorized learning environments. In this study, we analyse the curriculum of United States mathematics exhibitions developed in the early 21st century in terms of their complex suggestions about the nature of mathematics and mathematical sense-making. We apply Rancière's notions of politics and aesthetics to explore what we describe as dissensus present in the texts, images, and multi-sensory exhibits of several major mathematics exhibitions. Our analysis characterizes this dissensus as a paradoxical mix of alternative and familiar mathematical aesthetics. On the one hand, we identify an alternative aesthetic emphasizing everyday ubiquity, sensuality, and informal sense-making. At the same time, we identify a countervailing emphasis on dominant notions of mathematics as esoteric, immaterial, and formal-symbolic. Museum mathematics efforts sometimes describe themselves as expanding how the public views and defines mathematics. A close examination of the exhibitions in this study reveals a complex picture, in which dominant and alternative forms of mathematics are co-present. The analysis suggests that museum-based mathematics researchers and practitioners view their work as containing political and aesthetic dimensions that can disrupt or reify what society counts as mathematics. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162636123 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kelton%2C+Molly+L%2E%22">Kelton, Molly L.</searchLink><relatesTo>1</relatesTo><i> molly.kelton@wsu.edu</i><br /><searchLink fieldCode="AR" term="%22Nemirovsky%2C+Ricardo%22">Nemirovsky, Ricardo</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Feb2023, Vol. 55 Issue 1, p82-104. 23p. 11 Black and White Photographs, 2 Diagrams. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+research%22">Curriculum research</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Exhibitions%22">Exhibitions</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Museum-based mathematics exhibitions are increasingly prominent but under-theorized learning environments. In this study, we analyse the curriculum of United States mathematics exhibitions developed in the early 21st century in terms of their complex suggestions about the nature of mathematics and mathematical sense-making. We apply Rancière's notions of politics and aesthetics to explore what we describe as dissensus present in the texts, images, and multi-sensory exhibits of several major mathematics exhibitions. Our analysis characterizes this dissensus as a paradoxical mix of alternative and familiar mathematical aesthetics. On the one hand, we identify an alternative aesthetic emphasizing everyday ubiquity, sensuality, and informal sense-making. At the same time, we identify a countervailing emphasis on dominant notions of mathematics as esoteric, immaterial, and formal-symbolic. Museum mathematics efforts sometimes describe themselves as expanding how the public views and defines mathematics. A close examination of the exhibitions in this study reveals a complex picture, in which dominant and alternative forms of mathematics are co-present. The analysis suggests that museum-based mathematics researchers and practitioners view their work as containing political and aesthetic dimensions that can disrupt or reify what society counts as mathematics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220272.2022.2061301 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 82 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Curriculum research Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: School children Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Exhibitions Type: general – SubjectFull: Museums Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kelton, Molly L. – PersonEntity: Name: NameFull: Nemirovsky, Ricardo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 55 – Type: issue Value: 1 Titles: – TitleFull: Journal of Curriculum Studies Type: main |
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