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• W836454038 abstract "This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only coresearchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices (and research agendas) away from the “traditional” and toward a mathematics for social justice. Introduction Since 1989 the National Council of Teachers of Mathematics (NCTM) has argued not only for instruction in mathematical Content Standards, but also for instruction in mathematical Process Standards (NCTM, 1989, 2000). The NCTM’s recommendation of blending content and process standards throughout mathematics instruction requires the development of a different mathematics classroom—different from the “traditional” mathematics classroom found in most U.S. schools (see Hiebert, 2003, for a discussion of the traditional curricula and pedagogy in the mathematics classroom). In this different mathematics classroom, students are no longer passive, empty depositories awaiting the teachers deposits—what Freire (1970/2000) coined, “the ‘banking’ concept of education” (p. 72)—but are active co-creators of classrooms “where students of varied backgrounds and abilities work with expert teachers, learning important mathematical ideas with understanding, in environments that are equitable, challenging, supportive, and technologically equipped for the twenty-first century” (NCTM, 2000, p. 4). These co-created classrooms, if desired, can set in motion a different mathematics pedagogy—a mathematics pedagogy positioned within critical theory. Purpose Just as the NCTM recommends, mathematics pedagogy positioned within critical theory blends content and process standards throughout mathematics instruction in co-created classrooms; it differs, however, in that critical mathematics pedagogy centers instruction specifically around issues of social and political justice and reform (e.g., see Frankenstein, 1987, 1990, 1995; Gutstein, 2003, 2006; Gutstein & Peterson, 2005; Skovsmose, 1994a, 1994b, 2005). In other words, knowledge and understanding of mathematics from the perspective of critical pedagogy is understood as a means for student (and teacher) self-empowerment to organize and reorganize interpretations of social institutions and traditions, and to develop proposals for more just and equitable social and political reform (Skovsmose, 1994a). Most of the research on critical mathematics pedagogy has reported the teaching practices of exemplar critical mathematics pedagogues (e.g., Marilyn Frankenstein, Eric Gutstein, and Ole Skovsmose). Much less research has reported how mathematics teacher educators (and programs) might assist in developing critical mathematics teachers (e.g. see Bartell, 2005). Therefore, the purpose of this study is to examine the effects of a graduate-level, critical mathematics education course on the teaching" @default.
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• W836454038 date "2007-01-01" @default.
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• W836454038 title "Critical Mathematics Pedagogy: Transforming Teachers’ Practices" @default.
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