Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education

Autor/inn/en	Weber, Keith; Melhuish, Kathleen
Titel	Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 22 (2022) 2, S.305-314 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weber, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-022-00221-6
Schlagwörter	Stellungnahme; Learner Engagement; Mathematics Activities; Critical Theory; Mathematics Education; Authentic Learning + Suchen Sie Ihr Suchwort? Kritische Theorie; Mathematische Bildung
Abstract	In this commentary, we explore tensions between engaging students in authentic disciplinary mathematical activity and insights from critical theorists who analyze equity in mathematics education. The tensions arise as engaging students in authentic mathematical activity usually involve having students adopt the language and norms of another community. We suggest these tensions can be mitigated (but not eliminated) by (i) focusing on expanding students' authentic mathematical practices while giving less concern towards eliminating inauthentic mathematical practices, (ii) not restricting authentic mathematical activity to the creation of new mathematics, and (iii) including activities that allow students to make mathematics personal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01