Critical and Vocational Mathematics: Authentic Problems for Students from Historically Marginalized Groups

Autor/in	Brantlinger, Andrew
Titel	Critical and Vocational Mathematics: Authentic Problems for Students from Historically Marginalized Groups
Quelle	In: Journal for Research in Mathematics Education, 53 (2022) 2, S.154-172 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Education; Disadvantaged; Minority Groups; Secondary School Curriculum; Secondary School Mathematics; Vocational Education; Problem Solving; Relevance (Education) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ethnische Minderheit; Ausbildung; Berufsbildung; Problemlösen; Relevance; Relevanz
Abstract	This article presents a philosophical and pragmatic critique of critical mathematics (CM) and current vocational mathematics (VM) in the United States. I argue that, despite differences, CM and VM advocates share the view that the inauthentic contextualization of secondary mathematics does particular harm to students from historically marginalized groups and that the subject therefore should be recontextualized to address their lived experiences and apparent futures. Drawing on sociological theory, I argue that, in being responsive to so-called authentic real-world concerns, CM and VM fail to be responsive to the self-referential principles and specialized discourses necessary for future study of mathematics and, as such, may further disempower the very students that CM and VM advocates seek to empower. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01