ERIC Number: ED498108
Record Type: Non-Journal
Publication Date: 2004-Jan
Reference Count: 52
Questioning Assumptions: A Critical Pedagogical Perspective on Mathematics Teaching and Learning in Rural Places. Working Paper No. 18
Hackenberg, Amy J.; Mewborn, Denise S.
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
In this paper, we address mathematics education in rural contexts from a critical pedagogical perspective. We imagine our audience to be mathematics educators and rural educators who may not have background knowledge of critical pedagogy. We also confess that we are mathematics educators first, with interests in critical pedagogy and rural education. Thus we do not position ourselves as experts and do not intend to proclaim what rural mathematics educators "should" do. To set up our discussion, in this section we characterize (in broad strokes) critical pedagogy, current reform in mathematics education, and issues in rural education.
Descriptors: Critical Theory, Educational Change, Rural Education, Mathematics Education, Relevance (Education), Mathematical Applications, Mathematical Models, Mathematics Instruction, Course Organization, Teacher Characteristics, Pedagogical Content Knowledge, Mixed Age Grouping
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Research Initiative, McCracken Hall, College of Education, Ohio University, Athens, OH 45710. Tel: 740-593-9869; Web site: http://www.acclaim-math.org/clearinghouse.aspx
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.