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On the links between mathematics education and democracy: A literature review  [cached]
Mario Sánchez Aguilar,Juan Gabriel Molina Zavaleta
Pythagoras , 2012,
Abstract: This article reports the results of a literature review focused on identifying the links between mathematics education and democracy. The review is based on the analysis of a collection of manuscripts produced in different regions of the world. The analysis of these articles focuses on six aspects, namely, (1) definitions of democracy used in these texts, (2) identified links between mathematics education and democracy, (3) suggested strategies to foster a democratic competence in mathematics students (4) tensions and difficulties inherent in mathematical education for democracy, (5) the fundamental role of the teacher in the implementation of democratic education and (6) selected criticisms of mathematical education for democracy. The main contributions of this article are to provide the reader with an overview of the literature related to mathematics education and democracy, and to highlight some of the theoretical and empirical topics that are necessary to further development within this research area.
Refusal as a democratic catalyst for mathematics education development  [cached]
Dalene Swanson,Peter Appelbaum
Pythagoras , 2012,
Abstract: Discussions about the connections between mathematics and democracy amongst the general populace have not been explicitly well rehearsed. A critical relationship with democracy for mathematics education may involve directing and redirecting its purposes. But, we ask, what if the ‘choice’ to not participate in experiences of mathematics education, or in its (re)direction, were itself also a critical relationship with mathematics education? What if this refusal and disobedience to the evocative power of mathematics were a democratic action? We argue that consideration of mathematics education for democracy and development must take seriously specific acts of refusal that directly confront the construction of inequality common in most development contexts. Globalisation and development discourses, via citizenship and nationalism, construct relationships with learners and mathematics education in very specific ways that delimit possibilities for egalitarianism and democratic action. But, might such action not be recognised, not as refusal to participate per se, but as a refusal to participate in mathematics education’s colonising and/or globalising neo-liberal gaze? In arguing for the opening of a position of radical equality, we introduce Jacques Rancière to mathematics education theory, noting that for Rancière emancipation is the intentional disregard for ideological narratives such as the ones produced by mathematics education discourses. Thus, we provoke serious reconsideration of the assumptions behind most school improvement and professional development projects, as well as mathematics education policies and practices framed by globalising development discourses, and in the process we challenge our colleagues to consider ‘refusal’ not as deficit or failure, but as a critical position of radical equality in relation to mathematics education.
Ten years of democracy: Translating policy into practice in mathematics and science education  [cached]
Kgabo Masehela
Pythagoras , 2011, DOI: 10.4102/pythagoras.v33i3.118
Abstract: This paper provides a 10-year (1994 – 2004) review of the state of mathematics and physical science education (SME) in South Africa with respect to participation and performance, and its relationship with policy implementation.
Exploring How to Ensure the Quality of Bilingual Education in Advanced Mathematics
Xiuqing Yu
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.3.312-314
Abstract: International market and talent competition presented a higher requirement of advanced education. This paper explores how to ensure the quality of bilingual education with “Advanced Mathematics” in universities from several aspects, such as objectives, patterns, practice, and evaluation, etc.
Understanding connections in the school mathematics curriculum
Willy Mwakapenda
South African Journal of Education , 2008,
Abstract: I identify and discuss ways in which different types of connections are described in the South African mathematics National Curriculum Statement and its related documents, particularly at the Further Education and Training (FET) level. I argue that connections are central to the way the discipline of mathematics, its learning outcomes, and assessment standards are conceptualised. The notions of representation and integration are found to be key aspects in understanding connections in mathematics. Using these two notions, I then analyse connections in the National Curriculum Statement and its related documents. Finally, theoretical and practical implications of connections in the curriculum are identified.
Mathematics education and social justice
Ole Skovsmose,Paola Valero
Utbildning & Demokrati : Tidsskrift f?r Didaktik och Utbildningspolitik , 2005,
Abstract: During the last two decades there has been an increase in researchwork connecting mathematics education with society and concernsfor equity, social justice and democracy. In particular we discussthe role of mathematics education and mathematics education re-search in the ‘informational society’. This society contains contra-dictions that we express in two paradoxes. The paradox of inclu-sion refers to the fact that current processes of globalisation, al-though stating a concern for inclusion, exercise an exclusion ofcertain social sectors. The paradox of citizenship alludes to the factthat education, although seeming ready to prepare for active citi-zenship, exercises an adaptation of the individual to the given so-cial order. Much research in mathematics education ignores thesetwo paradoxes. We try to point out what it could mean for math-ematics education research to face the paradoxes of the informa-tional society in search of more just social relationships.
Mathematics education and the dignity of being  [cached]
Paola Valero,Gloria García,Francisco Camelo,Gabriel Mancera
Pythagoras , 2012,
Abstract: On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.
Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue  [cached]
Wajeeh Daher
Pythagoras , 2012,
Abstract: This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.
Democracy education in Turkish Education System
Mehmet Okutan
International Journal of Human Sciences , 2010,
Abstract: The purpose of this study is to find out the reflection of legislation and practical samples of democracy education in school education of Turkish Education. Method of this study can be defined field study. For this purpose especially objectives, rules and principles in legislation was examined then did observations in schools and try to find out how the practical applications reflected in democracy education in schools. Results; although there are some expressions to carry out democracy education in legislation part of the system, democracy education does not achieve in desired level in practically. The situation of using the classical teacher approach in class management gives some hints to us about the why democracy education was not desired functionality in our schools and classes. The most critical suggestions that reached in this study to settle the democracy in education is “at first school managers and teachers are benefited from the lifelong learning possibilities to be internalized and for making their lifestyle of democracy culture but so that we get desired level of democracy education in education”.
The concept and institutions of education for democracy  [PDF]
Avramovi? Zoran M.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2002, DOI: 10.2298/zipi0204159a
Abstract: The paper comprises three sections: (a) the concepts and institutions of democracy, (b) the concept of education for democracy, and (c) the role of school in democratic education. The concept of 'open society' is critical to the strategy of education for democracy. In addition to general conditions for establishing and functioning of democracy, the author points to some of its basic institutions: structured social groups, political parties, leader elections. The concept of 'education' is considered from the standpoint of goals - social, national and individual. It is pointed to tolerance as a key concept of the theory of education for democracy. School, being the most prominent institution in the process of education for democracy, places student and development of his/he; democratic characteristics and capacities in the focus of its strategy. All elements of teaching: curriculum, methods teacher, student, textbook are in the function of the basic idea of democratic education - tolerance and crisscrossed influences (practicing of getting used to differences). Apart from the development and acquisition of thinking in concepts about democracy, education for democracy should encompass knowledge for life at state and social institutions, for private and public life, acquisition of national values, rational decision-making discussion. The framework of strategy in question is certainly exercising of tolerance and getting used to crisscrossed influences.
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