TY - JOUR
T1 - Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions Between Disciplinary Activity and Critical Education
AU - Weber, Keith
AU - Melhuish, Kathleen
N1 - Publisher Copyright: © 2022, Ontario Institute for Studies in Education (OISE).
PY - 2022/6
Y1 - 2022/6
N2 - In this commentary, we explore tensions between engaging students in authentic disciplinary mathematical activity and insights from critical theorists who analyze equity in mathematics education. The tensions arise as engaging students in authentic mathematical activity usually involve having students adopt the language and norms of another community. We suggest these tensions can be mitigated (but not eliminated) by (i) focusing on expanding students’ authentic mathematical practices while giving less concern towards eliminating inauthentic mathematical practices, (ii) not restricting authentic mathematical activity to the creation of new mathematics, and (iii) including activities that allow students to make mathematics personal.
AB - In this commentary, we explore tensions between engaging students in authentic disciplinary mathematical activity and insights from critical theorists who analyze equity in mathematics education. The tensions arise as engaging students in authentic mathematical activity usually involve having students adopt the language and norms of another community. We suggest these tensions can be mitigated (but not eliminated) by (i) focusing on expanding students’ authentic mathematical practices while giving less concern towards eliminating inauthentic mathematical practices, (ii) not restricting authentic mathematical activity to the creation of new mathematics, and (iii) including activities that allow students to make mathematics personal.
KW - Critical mathematics
KW - Critical pedagogy
KW - Math equity
KW - Mathematics education
UR - http://www.scopus.com/inward/record.url?scp=85135825025&partnerID=8YFLogxK
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U2 - https://doi.org/10.1007/s42330-022-00221-6
DO - https://doi.org/10.1007/s42330-022-00221-6
M3 - Comment/debate
SN - 1492-6156
VL - 22
SP - 305
EP - 314
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
IS - 2
ER -