This article uses Ranciere's notion of the ignorant schoolmaster and McElheny's differentiation of artist's models from those of the architect and scientist to propose the reconceptualization of mathematics education as the support of emancipated spectators and sculptors of utopia.

The curricular structure of Taking Action is described and analyzed as a form of culturally responsive and culturally specific pedagogy. In this design structure, students reconsider what they have done and identify key aspects of their experience. Based on this reflection, they design a way to interact with people outside of their class in order…

In an era of calls for education that achieves mathematical power for all students, it is crucial to examine the role of the senses and the use of perception in mathematics education. Discusses the roles of stench, cacophony, technology, and mediating processes in the mathematics classrooms. Contains 34 references. (ASK)