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ERIC Number: EJ848490
Record Type: Journal
Publication Date: 2004
Pages: 11
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1062-9017
Mathematics as "Gate-Keeper" (?): Three Theoretical Perspectives that Aim toward Empowering All Children with a Key to the Gate
Stinson, David W.
Mathematics Educator, v14 n1 p8-18 2004
In this article, the author's intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of "gatekeeper" in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, the culturally relevant perspective, and the critical perspective. Last, within a Foucauldian frame, the author concludes the article by asking the reader to think differently. (Contains 7 endnotes.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A