000			nab a22 7a 4500
999			_c87375 _d87375
003			OSt
005			20230911144529.0
008			230908b xxu||||| |||| 00| 0 eng d
022			_a0228-0671
040			_cHBC
082			_a510.7/Bar
100			_aBarwell, Richard
245			_aWolf diminished: mathematics, education and biodiversity
260			_aNew Westminster : _bFLM Association, _c2023.
300			_ap.2-7
520			_aOur planet is facing a biodiversity crisis and mathematics is involved. In this article, I focus on reports of a wolf hunt to examine different ways in which mathematics contributes to this crisis, shapes our understanding of the ecosystem and guides future actions. My examination contributes to understanding the ethical dimension of mathematics and, by extension, of mathematics education. In particular, I show how mathematical-administrative discourses diminish the lives and intrinsic worth of individual creatures, in this case, wolves, as metonyms for all the other species with which we share our planet. To do this, I offer three different perspectives on the life of wolves, the first drawn from poetry, the second from mathematical modelling and the third from the bureaucratic discourse of quotas. The article explores ways of bringing such perspectives into mathematics teaching so that mathematics does not diminish the wolf. When most learners of mathematics have never met a wolf, poetry, art, drama or fiction offer counterpoints to mathematical ways of knowing.
650			_aMathematics education
773	0		_081718 _982762 _dCanada Flm Publishing Association _oS2166 _tFor The Learning of Mathematics _x0228-0671
856			_uhttps://flm-journal.org/Articles/604E2DFDF43BB682B4507BB36FB732.pdf
942			_2ddc _cAR