In Search of a Pedagogy of Conflict and Dialogue for Mathematics Education

This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in the use of project work in mathematics teaching and learning. The book builds theoretical ideas from a careful substantial description of practice, in the attempt to improve both theory and practice in mathematics education. It thus interrogates and develops theoretical research tools for mathematics education and provides ideas for practice in mathematics classrooms.

Contenu

Acknowledgements. Dedication. Foreword. 1: An emergent social, cultural, political approach: sketching a theoretical landscape. 1. Mathematics education after Apartheid? 2. Four strands of a social, cultural, political approach. 3. Pulling the theoretical strands together through educational practice: the case of project work. 4. Contextualizing this landscape. 2: Methodological 'theoretical tools' for researching a social, cultural, political approach. 1. A research journey. 2. The actual current situation. 3. The imagined hypothetical situation. 4. The arranged situation. 5. Reflections on the situations. 6. Conclusion. 3: Methodological challenges and criteria for researching a social, cultural, political approach. 1. Introduction: research paradigms. 2. A critical approach to research versus a critical approach to education. 3. Sources for developing a research methodology for a critical perspective in mathematics education. 4. The researcher: research participants and the research process. 5. Is my research critical research? 6. Criteria in a research methodology for a critical perspective in mathematics education. 7. Context in a research methodology for a critical perspective in mathematics education. 8. Conclusion: critique inward and outward. 4: Crucial descriptions: toward critique of theory, practice and research. 1. Introduction. 2. Crucial descriptions and theory-practice relations. 3. Crucial descriptions and research. 4. Conclusion. 5: Crucial description of a social, cultural, political approach: Part 1: Sumaiya and the imagined hypothetical situation. 1. Introduction. 2. About Sumaiya. 3. Sumaiya in her third year: introduction to a new curriculum approach. 4. Sumaiya in her fourth year: preparing for teaching practice. 5. Sumaiya in the actual current situation: the school, the teacher, and the class. 6: Crucial description of a social, cultural, political approach: Part 2: Sumaiya and the arranged situation. 1. Introduction. 2. Project work begins. 3. Group 1: time spent after school. 4. Group 2: developing a mathematics newsletter. 5. Group 4: the sports survey. 6. Groups 3 and 5: money spent on my education. 7: From description to themes. 1. Introduction. 2. Structure and freedom. 3. Authority and democracy. 4. Mathematics and context. 5. Differentiation and equity. 6. Actuality and potentiality. 8: From themes to theoretical landscape. 1. Introduction. 2. Complementarity. 3. Freedom and structure. 4. Democracy and authority. 5. Context and mathematics. 6. Equity and differentiation. 7. Potentiality and actuality. 9: A pedagogy of conflict and dialogue. 1. Introduction. 2. Pedagogy, theory and practice. 3. Conflict in a mathematics pedagogy. 4. Dialogue in a mathematics pedagogy. 5. Complementarity in a pedagogy of conflict and dialogue.