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• W231170096 abstract "As I read these words of Michel Foucault, I cannot help but become more aware of the politics of my own teaching of mathematics .. If! take my study of Foucault seriously, I must think about changing my teaching practices. In the past, I saw improvement or change in my teaching as a personal endeavor; now, however, it has become more than that-it is a political struggle in which I have begun to question how the teaching of mathematics has been constructed to empower certain individuals who engage in certain practices .. Foucault has helped me identify the construction of mathematics as well as to diffuse some of my anger concerning the traditional teaching of mathematics. His work provides me with means to articulate the contradictions I have been feeling in my teaching and to identify other ways of viewing and teaching mathematics As a graduate teaching assistant in a university mathematics department, I taught the weeder calculus courses as I finished my master's degree. The Mathematics Department functioned as a service department to the Engineering Department The first-quarter freshman calculus course had enrollments of several hundred young men, and the rigor and disconnectedness with which I taught the classes and gave the exams guaranteed that the filtering process started the first quarter This unfeeling approach continued for these students through six or more quarters of calculus and differential equations I never thought about this practice even though I did not particularly enjoy sensing the frustration of so many students, particularly many of the women. What I enjoyed was a deluded sense of separateness from those who struggled with their prejudices, irrational decisions, and generally messy lives I played with fantasies of obtaining my master's degree and becoming a mathematician in an are-a with few women But what Foucault has suggested to me is that in teaching mathematics courses, a way of knowing is modeled and supported that sets the contents of mathematics courses there somewhere for the chosen few to grasp like a golden ring on a merrygo-round; these chosen few are more likely to be men than women I wondered how such a system is perpetuated-a system that seems to be the result of the incorporation of a structuring, concerns, and discourse in the sciences In this paper, I will use the ideas of Foucault to analyze how gender is conceptualized in the teaching of mathematics. More specifically, I will bring out features implicit in the teaching of mathematics that continually support and perpetuate a dominant discourse of truth in the world of mathematics that reflects a male perspective on the world. My data will be various components of mathematics discourse as I have observed them in my own experiences as an instructor of mathematics. I will use as my method of analysis Michel Foucault's notions of power and knowledge as they function to create and support discursive formations. While some feminist scholars in the social sciences have used Foucault's writings to conduct feminist critiques, none have applied his ideas to the discipline of mathematics. [2] In talking about the term masculine here, 1 do not wish to make this an issue of males versus females in mathematics classes. Masculine refers to a cognitive style, not a biological category. Traits of this cognitie style are objectivity, separation, control of knower over nature, and a strictly intellectual way of knowing that denies other ways of knowing A cognitive style represents centeredness, empathy with subjects and na ture, and blurred boundaries between knower and knov.-n. Throughout this paper, I will use the terms masculine and feminine to refer to these two ways of viewing the teaching and learning of mathematics. To introduce Foucault's works, I will review briefly his notions of power and knowledge as a starting point for analyzing discourse in the classroom that creates ways of knowing mathematics and thus women who believe they are poor in mathematics. I then will show the utility of these theories in an analysis of mathematical teaching. I write this piece in the hope that readers will see the usefulness of Foucault's ideas in mathematics education and will begin to question their own practices in the teaching of mathematics" @default.
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• W231170096 date "1989-01-01" @default.
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• W231170096 title "A Foucauldian Analysis of Mathematical Discourse." @default.
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