معرفی
Uwe Gellert serves as University Professor at the Faculty of Education and Psychology, Free University of Berlin, leading the Mathematics Education and Society research group since 2010. His academic career spans prestigious institutions including Universität Hamburg and international guest professorships in Bolivia, Chile, and Frankfurt, establishing him as a leading sociological voice in mathematics education.
His educational trajectory features a Physics studies period at INSA Lyon (1987, DAAD-funded), Mathematics and Physics First State Examination at TU Berlin (1985-1991), Ph.D. (1997), and Habilitation (2002), all from Freie Universität Berlin. This interdisciplinary foundation informs his critical approach to mathematics pedagogy.
Gellert's research centers on seven interconnected domains: social inequalities in mathematics education; mathematics-language relationships; teacher education; sociology of mathematics; crosscultural studies; classroom interaction microanalysis; and affective dimensions of mathematical engagement. He applies Bernstein's sociological frameworks to dissect how power structures manifest in mathematical discourse, particularly examining how classroom interactions perpetuate or challenge social hierarchies through linguistic practices and assessment rituals.
His recent publications reveal a pronounced critical-sociological orientation, analyzing how 'mathematics for all' initiatives intersect with neoliberal policies, how academic performance gets socially constructed through teacher-student interactions, and how digital technologies reshape mathematical epistemologies. Key thematic threads include the yellowing of critical pedagogies under institutional pressures, cross-national pathway disparities, and the linguistic construction of mathematical competence in multilingual contexts.
Through extensive editorial work including major C.I.E.A.E.M. sourcebooks and encyclopedia contributions, Gellert has shaped international discourse on mathematics education's sociopolitical dimensions. His theoretical integrations bridge anthropology, sociology, and linguistics to develop nuanced frameworks for understanding mathematics classroom dynamics.
As an educator, Gellert has pioneered approaches connecting teacher education theory with practical classroom application, emphasizing how professional development must address the structural constraints shaping teaching practices. His work consistently examines the tension between teacher agency and institutional determinants in educational reform implementation.
The Mathematics Education and Society group maintains active Latin American collaborations, conducting micro-ethnographic studies that reveal how global educational policies manifest in local classroom interactions, particularly examining how socioeconomic status and linguistic diversity intersect with mathematical reasoning development.
