Bringing Critical Mathematics Education and Actor-Network Theory to a Statistics Course in Mathematics Teacher Education: Actants for Articulating Complexity in Student Teachers' Foregrounds (original) (raw)
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In the spirit of questioning, crossing, and blurring disciplinary borders with(in) mathematics education, this paper proposes a theoretical framework that merges conceptions of critical literacy and statistical literacy for high school mathematics curriculum. I begin by discussing the political nature of education and then situate this work within the goals of education for active citizenship. Next, I provide a detailed background of both critical and statistical literacy from multiple educational research perspectives. Lastly, by synthesizing notions of critical and statistical literacy, I present a theoretical framework for a critical statistical literacy in the context of high school mathematics curriculum.
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2008
This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the ...
Teachers College Record: The Voice of Scholarship in Education
Background Mathematics education is not often identified as the locus of radical social change work, with these topics assumed instead as fodder for social studies or language arts lessons. As such, teachers of mathematics can struggle to find avenues for their commitments to social and educational justice in their mathematics teaching spaces. Purpose This study examined the practice and experiences of 10 math educators participating in a voluntary teacher learning community focused on critical pedagogies and math. The purpose was to identify the core learnings and challenges made possible through this learning community. Setting and Participants The Critical Mathematics Teacher Collaborative (CMTC) consists primarily of preservice and early career K–12 teachers, all of whom teach math and seek to develop their own math teaching practices through frameworks of critical pedagogy and social justice. An informal, nonhierarchical learning community, CMTC uses a cycle of critical reflect...
Critical Mathematics Pedagogy: Transforming Teachers' Practices
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 co- researchers, but also co-authors of the study. Data
Critical Mathematics Pedagogy: Transforming Teachers’ Practices [Proceedings]
Proceedings of the 9th International Conference: Mathematics Education in a Global Community, 2007
CITATION: Stinson, D. W., Bidwell, C. R., Jett, C. C., Powell, G. C., & Thurman, M. M. (2007). Critical mathematics pedagogy: Transforming teachers’ practices. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Proceedings of the 9th International Conference: Mathematics Education in a Global Community (619–624). Charlotte, NC: Mathematics Education into the 21st Century. For an expanded unpublished manuscript see: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA. 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 co-researchers, 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.
Becoming Critical Mathematics Pedagogues: Three Teachers’ Beginning Journey [Unpublished Manuscript]
Unpublished manuscript, 2007
CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA. Manuscript presented (summer 2008) at the annual International Conference of Teacher Education and Social Justice, Chicago, IL. Condensed manuscript published: Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94. ABSTRACT: In this study, the authors report the transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice. The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers but also co authors of the study. Data collection included reflec-tive 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 away from the “traditional” and toward a mathematics for social justice.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
This proposal studies statistical investigations as tools to promote statistical thinking and critical citizenship in the process of professional development for mathematics teachers. A qualitative methodology with a critical dialectical approach was followed. The information was produced within a professional development for in-service teachers from a public school in the northwest of Colombia. A statistical investigation that addressed CO2 emissions was implemented, and teachers of different teaching levels explored real data from the World Bank by using CODAP software. The units of analysis were the interactions of the teachers with their colleagues during the professional development. The main results exhibit evidence of statistical thinking and critical citizenship in mathematics teachers during the course of the empirical inquiry.
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Critical Mathematics Education: Past, Present and Future, 2010
Ole Skovsmose's work, particularly Towards a Philosophy o/Critical Mathematics Education, presents challenges for me as an adult numeracy teacher educator. I work in the field of aduJt education at a university in Australia. Increasingly the fieldincluding aduJl numeracy-has been facing a narrowing from a broad socially and personally beneficial education and training agenda to one that focuses only on human capital outcomes (Shore & Se-arle, 2008; McHugh, 2007). There is now less valuing of the kinds of education that are linked to increasing identity capital and social capital (Schuller, 2004). In such a climate the prospect of adult numeracy teachers teaching critical mathematics is slim, if we understand critical mathematics education to entail crilical insights about and action upon the structural impediments to social justice. What counts' in adult education has shi.fted, and this jn tum is redefining what it means to be a teacher of adults. As a t.eacher educator,