The document discusses perspectives on critical mathematics education from participants at the 6th Mathematics Education and Society Conference. It provides over 30 quotes from participants that define or describe critical mathematics education and mainstream mathematics education. The quotes touch on focusing on social issues, empowerment, critique of society, and using math to understand injustice.
Hi Chillibreeze! This is in response to your job offer for a Wordpress Solutions Architect. Do take a few minutes to go through the slideshow. Thanks!
Kalyani Suresh
Hi Chillibreeze! This is in response to your job offer for a Wordpress Solutions Architect. Do take a few minutes to go through the slideshow. Thanks!
Kalyani Suresh
CRITICAL THEORY / PHILOSOPHY OF TECHNOLOGY Guattari extends the concept of the machine beyond its usual sense to see all the diverse forces that produce a technical object as themselves machinic. This difficult but rewarding reading begins by referring to a number of philosophical readings of technology, and progresses to develop an extended definition of the machine.
Guattari, Felix (1995) “Machinic Heterogenesis” in Chaosmosis: an ethico-aesthetic paradigm Sydney:Power, pp 33-57.
This is about as direct and simple as it can be: breaking down the web experience into 4 steps. Here we make quite a transition for "info" to "communication": a significant re-languaging. Part of a branding proposal.
Bits & Bytes. Beeps And Rings Nasscom Friday’S 2.0 41st SessionOMcareers Community
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NASSCOM Friday’s 2.0 sessions are held on Second Fridays at the NASSCOM office. Friday's 2.0 is organized under the aegis of the EMERGE Forum.
Presentationo related to W-STEM project. Work conducted at Tecnológico de Monterrey (Mexico).
Hernandez-Armenta, I. y Dominguez, A. (2019). Equity in mathematical modelling education: A literature review. 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, Julio 21-26.
Unlocking Reform and Culturally Relevant Teaching of MathematicsLou Matthews
The purpose of this workshop is to explore the promise and practice of culturally relevant teaching of mathematics.
Expanded Success Initiative, NYDOE, Manhattan NY
August 13, 2015
Participants explore, discuss, and interact with central notions of mathematics, reform teaching, and culturally responsive approaches in the mathematics classroom.
CRITICAL THEORY / PHILOSOPHY OF TECHNOLOGY Guattari extends the concept of the machine beyond its usual sense to see all the diverse forces that produce a technical object as themselves machinic. This difficult but rewarding reading begins by referring to a number of philosophical readings of technology, and progresses to develop an extended definition of the machine.
Guattari, Felix (1995) “Machinic Heterogenesis” in Chaosmosis: an ethico-aesthetic paradigm Sydney:Power, pp 33-57.
This is about as direct and simple as it can be: breaking down the web experience into 4 steps. Here we make quite a transition for "info" to "communication": a significant re-languaging. Part of a branding proposal.
Bits & Bytes. Beeps And Rings Nasscom Friday’S 2.0 41st SessionOMcareers Community
Bits and Bytes, Beeps and Rings, the 41st NASSCOM Friday's 2.0 session, given by Mr. Vijay Shekhar Sharma, Founder, MD One97 Communications.
NASSCOM Friday’s 2.0 sessions are held on Second Fridays at the NASSCOM office. Friday's 2.0 is organized under the aegis of the EMERGE Forum.
Presentationo related to W-STEM project. Work conducted at Tecnológico de Monterrey (Mexico).
Hernandez-Armenta, I. y Dominguez, A. (2019). Equity in mathematical modelling education: A literature review. 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, Julio 21-26.
Unlocking Reform and Culturally Relevant Teaching of MathematicsLou Matthews
The purpose of this workshop is to explore the promise and practice of culturally relevant teaching of mathematics.
Expanded Success Initiative, NYDOE, Manhattan NY
August 13, 2015
Participants explore, discuss, and interact with central notions of mathematics, reform teaching, and culturally responsive approaches in the mathematics classroom.
Learning of Advanced Mathematics by Chinese Liberal Arts Students A Study of ...ijtsrd
According to statistics, more than 90 of Chinese universities have offered advanced mathematics for liberal arts students as a general course since 2003 to cultivate their scientific literacy and problem solving ability. This study aims to provide a feasible approach for liberal arts students to accept the value of mathematics and apply mathematical methods to academic research and real world problems solution. In the Applied Probability and Statistics class with the attendance of 154 liberal arts freshmen, this study is designed to discuss and value on the five mathematics application reports as examples. Then liberal arts students were interviewed on evaluating these 5 mathematics application reports. 28 mathematics application reports were completed by 154 students in groups and cooperation, which were analyzed on how mathematics was incorporated into their reports. The qualitative analysis of the interview results found that the discussion and evaluation of these 5 mathematics application reports about applying mathematics and solving social problems can stimulate liberal arts students' interest in mathematics and realize the value of mathematics application. Therefore, peer mathematics application is a way for liberal arts students to realize mathematics value. Through the classification analysis of the 28 mathematics application reports completed by the liberal arts students, their three forms of mathematics application can be summarized as follows applying the regularity of mathematical argument instead of the special case of the practice test in social cognition using data analysis to monitor the probabilities of plausible reasoning developing their applied mathematical ability to solve daily life problems. Jingli Liu | Zhipen Ren "Learning of Advanced Mathematics by Chinese Liberal Arts Students: A Study of Developing Applied Mathematical Ability" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31618.pdf Paper Url :https://www.ijtsrd.com/mathemetics/applied-mathematics/31618/learning-of-advanced-mathematics-by-chinese-liberal-arts-students-a-study-of-developing-applied-mathematical-ability/jingli-liu
Critical pedagogy for critical mathematics educationRajkumar Tyata
Based on the paper 'Critical pedagogy for critical mathematics education' published on International Journal of mathematics education in science and Technology
Monitoring The Status Of Students' Journey Towards Science And Mathematics Li...noblex1
A major focus of the current mathematics and science education reforms is on developing "literacy;" that is, helping students to understand and use the languages and ideas of mathematics and science in reasoning, communicating, and solving problems. In many ways, these standards documents are far more voluminous and complex than any scope and sequence in place in school systems today. But these documents are meant to be used as frameworks which provide guidance in education reform - they are not the definitive sources articulating to teachers how education reform must occur in their classrooms.
Our plan in this discussion is to lay out the components of mathematics and science literacy as set down in the major reform documents and then, using selected how-to articles, to show how strategies and activities tried by math and science teachers have been used, or can be used, to promote math and science literacy among students. For pragmatic reasons only, our discussions often focus either on mathematics or science reform recommendations and examples. In doing this, we do not mean to imply that the elements of literacy in these disciplines are somehow separate or different. In fact, the separate discussions show how both the mathematics and science education communities, coming from different directions at different points in time, independently arrived at similar positions and many of the same recommendations regarding the ideas of literacy.
In support of this discussion of the components of literacy, we also provide samples of resources, materials, and services that teachers might find useful in promoting mathematics and science literacy in their classrooms. The how-to articles are meant to be quick-reads that can be applied or adapted to classrooms directly. These articles are included to make it easier to decide which ones might be of special interest. Other articles and documents are intended as sources of a more general background. These documents provide some of the research bases and rationales behind some of the reform recommendations. Finally, we have included other references and information on databases which are not directly cited in the discussion but might prove valuable as additional sources of classroom ideas.
During the last decade, the mathematics education community appeared to lack clear focus and a sense of direction. Although many conferences were held, papers written, and reports produced, there was not a general consensus regarding which direction mathematics education should head.
The Standards offer an organization of important mathematical topics and abilities by grade-level groups (Kindergarten - grade 4, grades 5 - 8, and grades 9 - 12). Throughout the Standards the emphasis is: "knowing" mathematics is "doing" mathematics.
Source: https://ebookschoice.com/monitoring-the-status-of-students-journey-towards-science-and-mathematics-literacy/
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1. Mathematics education for a better life ? – voices from MES6 participants João Filipe Matos Institute of Education, University of Lisbon 6th Mathematics Education and Society Conference | Berlin | 23 March 2010
3. Exames? não, obrigado! João Filipe Matos Por alguma razão pouco clara, parece existir uma fé generalizada na bondade dos testes e dos exames escolares, um pouco em todos os níveis. Parece acreditar-se mais na objectividade do resultado das medições das aprendizagens quando efectuadas através de um teste escrito realizado durante um tempo limitado em condições geralmente bastante formais e sob uma fiscalização atenta, do que numa avaliação… Newspaper PUBLICO 3 Sep 2006
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7. A educação matemática como fenómeno emergente: desafios e perspectivas possíveis João Filipe Matos, CIEFUL (2006)
8. “ Segundo, o ênfase deve ser colocado na educação matemática (dos jovens) e não no ensino de matemática. No editorial do número temático da revista Quadrante sobre Educação Matemática e Cidadania (Matos, 2002) argumentei que a disciplina de Matemática deve ser urgentemente eliminada dos currículos do ensino básico. Em vez da disciplina de matemática proponho a criação da disciplina de educação matemática com o objectivo essencial de contribuir para o desenvolvimento de um ponto de vista matemático sobre as coisas . Isto significa naturalmente que as crianças precisarão de conhecer alguns factos matemáticos mas significa também que o essencial da disciplina não será a matemática mas o seu uso como um dos recursos estruturantes do pensamento, da reflexão e da acção (...)”
9. “ a disciplina de Matemática deve ser urgentemente eliminada dos currículos do ensino básico” “ Mathematics should be eliminated from the curriculum in basic education” Newspaper Expresso
10. What does it mean to be critical? Do I want to take the risks involved? Do I really want to be whom (it seems) I want to be?
12. Voices from MES6 participants Maths Ed vs Critical Maths Ed CME <........> (author) ME <.......> (author)
13. CME the relationship between mathematics education and power and in changing mathematics education to make the world a more equitable place (H. M.) ME a field of research that I'm involved in (H. M.)
14. CME field concerned with the social and political aspects of mathematics education (A. P.) ME the field concerned with the teaching and learning of mathematics (A. P.)
15. CME mathematics education as part of the society, critical mathematics education may have the possibility to improve social justice by addressing conflicts and crises in society (E. N.) ME the field of the teaching and learning of mathematics, though the field is more complex than just teaching and learning (E. N.)
16. CME development of the ability of people to understand and apply mathematical thinking and actions in order to better understand and critique practices in society (V. F.) ME The development of the ability of people to understand,and apply mathematical thinking and actions, and consequently promoting the greater frequency of such thinking and actions in society (V. F.)
17. CME a "subfield" within mathematics education dealing with issues such as equity, social justice and the social-political function of mathematics education. It offers some perspectives on what mathematics and mathematics education is or should be about (M. J.) ME the practice of teaching and learning mathematics but it is also the practice of research on the teaching and learning of mathematics (M. J.)
18. CME domain of particular issues highlighted and deconstructed as one teaches and learns about (and through ) the discursive practices of mathematics (e.g. inclusion/exclusion in communities of learners, what it means to know/learn/do mathematics and who decides) (K. N.) ME teaching and learning about , and through , the subject area of mathematics (K. N.)
19. CME the application of mathematics education to question taken for granted assumptions about society (P. G.) ME the process of opening people's minds to the nature of our way of imposing and recognising pattern and abstraction on the natural world (P. G.)
20. CME a not yet realised form of mathematics education that aims at providing equal access to powerful mathematical discourses as well as to a discourse that aims at understanding socio-mathematical practices and their concomitant discourses (E. J.) ME institutionalised pedagogic practices and the (not explicitly pedagogic) practices (e.g. learning by participation at workplaces) of teaching and learning activities that involve mathematical knowledge , as well as the research activities that describe and theorise these practices, including research that is directed towards studying the social, economic and political conditions and consequences of those practices (E. J.)
21. CME math education that includes attention to how math is used in the world and discussion of whether those uses are ethical or not AND using math to understand injustices and act to change those injustices (M. F.) ME learning about mathematics (M. F.)
22. CME explores the ways in which mathematics can be used to critique society and societal norms, empowers individuals to see their own position within the world and to begin to understand how individuals and communities are positioned by societal structures, supports political engagment with the world (T. C.) ME allows individuals access to a wide range of career opportunities AND gives us a powerful way of viweing and interpreting the world. (T. C.)
23. CME as above but with a perspective that understands mathematics and education as practices within society and considers the practices of mathematics education as having a potentially transformative role towards a more just society. (C. M.) ME the practices of teaching, studying and learning mathematics and managing and regulating the institutional context within which this takes place, in particular the mathematics curriculum AND the field of academic study that takes these practices as its domain (C. M.)
24. CME an approach to mathematics education aiming at spotting and analyzing the socio-political roles mathematics education play or might play in particular socio-polityical contexts. (D. C.) ME a field of practice, where teachers and students are involved to the teaching and learning of mathematics AND a field of scientific inquiry on the practice of mathematics teaching and learning at all levels in the educational system and at all areas outside the educational system in which mathematics is embedded.(D. C.)
25. CME mathematics education with a ‘social conscience’ and links to conceptions of ‘critical social science’, with a link to thinkers such as Habermas and Freire (T. B.) ME the interface of humans and mathematics, perhaps how humans apprehend mathematics, perhaps with some discussion of how activities might be facilitated for this mode of apprehension to change (T. B.)
26. CME taking a position on issues in mathematics education from a standpoint. I suppose that is general enough to include those who take a conservative position when applying a gaze on the field, though my heart tells me that I am referring to critical from a left position, as in Habermas (S. L.) ME field of research in teaching and learning, policy, ethics, sociology, etc. in relation to mathematics (S. L.)
27. CME an approach that support a person to see Mathematics as a part of the society (e.g. issues related to equity, justice and democratic participation citizens in society). This could include to become critical of the cultural practices that produce mathematics education in the context of techno-science (S. A.) ME part of engagement in the processes where one has possibility to read and engage with society in an active manner (S. A.)
28. CME analysis of the assumptions, goals, institutions, and practices of mathematics education (B. G.) ME should be part of a liberal education that combines the intellectual/aesthetic study of patterns and structures with the analysis of applications of those patterns and structures to physical and social phenomena. It should also include study of the diversity of mathematical practices, and of the sociocultural history of mathematics (B. G.)
29. CME reading and writing the world with mathematics.", learning to use mathematics to study social reality and the genesis of oppression, exploitation, inequality, and injustice--in order to change that reality, to understand the sociopolitical, cultural history of mathematics (R. G.) ME learning how to understand and use mathematics, teachers learning how to teach mathematics, and teacher educators learning how to teach mathematics education to pre- and in-service teachers (R. G.)
30. CME uses the tools of mathematics to interrogate social inequality and injustice and to find ways of acting to work against oppression and marginalisation and for social justice (K. B.) ME induction of young people into the discipline and practices of mathematics so that it can be an empowering tool for them - enabling them to transform their own ways of seeing and acting in the world, and transforming the world for the good of everyone (K. B.)
31. CME a critique of the use of mathematics in society is brought to the center of the education (H. W.) ME means to increase participation of the individual in a very math-oriented world (H. W.)
32. CME connects the politics in society with the politics of ME (as a field of production of discourse) and with ME (as the reproductory field) (U. G.) ME includes both the science and the praxis of mathematics teaching and learning AND a scholarly reflection on the epistemology and the ontology and the praxeology of mathematics both in academia and in our lives (U. G.)
41. with a strong focus on mathematics Critical issues in mathematics education 1. algebraic comprehension 2. use of grafic calculators 3. geomety-proofs (L. S.)
42. with a strong focus on education Critical issues in mathematics education 1. A reform initiative of mathematics education driven by retrospective market-driven ideology 2. Too few qualified and critical teachers 3. The problem of naturalisation of mathematical understanding on the side of many people involved in research in mathematics education (E. J.)
43. with a strong focus on education Critical issues in mathematics education 1. teacher development 2. class size too big for adequate attention 3. for the most part it is divorced from the world and taught as a series of algorithms to memorize (M. F.)
44. with a strong focus on education Critical issues in mathematics education 1. Unequal access to mathematics qualifications 2. Inequitable resourcing of mathematics teaching and learning across groups 3. A belief that 'setting' or 'streaming' leads to effective teaching and learning of mathematics. (T. C.)
45. with a strong focus on education Critical issues in mathematics education 1. Low pedagogic training of teachers. 2. Low sensibility of teachers about mathematics education 3. Low infra-strutural and material resources (R. G.)
46. with a focus on education addressing the social Critical issues in mathematics education 1. Mathematics as discipline has a powerful position in the context of Pakistan. This legitimizes the idea that Mathematics has a essence. (...) How to shake this idea of mathematics-has-a-essence and support the thinking that mathematics is a part of human creation and as human creation it is created through different cultural practices and historical traditions and these cultural practices could be questioned? 2. How can we support efforts that Critical Mathematics Education becomes more accessible to people? 2. Relating concern for Critical mathematics education with the critical citizenship? (S. Ali Baber)
47. with a focus on education addressing the social Critical issues in mathematics education 1. Multilingualism. 2. Assessment (as a broad notion) 3. Who decides what counts as mathematics knowing and why
48. with a focus on education addressing the social Critical issues in mathematics education 1. Centralized pressure to succumb to mathematics that is devoid of people's history and politics. 2. Pressure to testing and hence teaching to testing. Reward system defined and measured by test results. 3. Denial (except for occasional lip service) of serious linguistic consequences of mathematics learning. (S. M.)
49. with a focus on education addressing the social Critical issues in mathematics education 1. A crisis - the vast majority of learners do not learn even the basics of arithmetic and never gain access to the power of mathematics 2. Teacher development - many teachers do not have the kinds of mathematical knowledge required to support learners' access to the power of mathematics 3. Curriculum - the government seems to be moving towards prescribed curricula, even scripted lessons. (K. B.)
50. with a strong focus on the social Critical issues in mathematics education 1. Mathematics (education) is implicated in neoliberal economic systems. 2. Mathematics (education) is implicated in militarism (and thus in our current military engagements). 3. Mathematics education is part of the way in which inequalities of social class, race and gender are reproduced.(H. M.)
51. with a strong focus on the social Critical issues in mathematics education 1) Excessive governmental interference in education. 2) Excessive governmental interference in education. 3) Excessive governmental interference in education.(T. B.)
52. with a strong focus on the social Critical issues in mathematics education 1. The continuing strong association of disadvantage and underachievement in school mathematics. 2. The very strong regulation by Government on teaching and learning in UK schools. 3. The national acceptance of the need for placing children in ability sets from a very young age. (S. L.)
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