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ERIC Number: EJ1157088
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Critical Relationships between Teachers and Learners of School Mathematics
Wright, Pete
Pedagogy, Culture and Society, v25 n4 p515-530 2017
This article draws on critical theories and perspectives on mathematics education to explain the tendency of mathematics teaching worldwide to remain focused on developing procedural understanding, despite repeated calls from the mathematics education community for a more relevant and engaging curriculum. It highlights how conventional approaches to teaching mathematics contribute towards alienating a high proportion of learners and reproducing inequities within society. The article reports on a participatory action research project, involving a group of mathematics teachers in secondary schools in England, who share a commitment for teaching mathematics for social justice. It demonstrates how, by reflecting critically on their own epistemologies and classroom practice in relation to an underlying theoretical framework, teacher researchers are able to negotiate the constraints they face in achieving this objective. Careful consideration of their relationships with students enables them to develop pedagogies that significantly heighten the engagement, and advance the empowerment, of students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A