id: 05977689
dt: j
an: 2011f.00847
au: Brantlinger, Andrew
ti: Rethinking critical mathematics: a comparative analysis of critical,
reform, and traditional geometry instructional texts.
so: Educ. Stud. Math. 78, No. 3, 395-411 (2011).
py: 2011
pu: Springer Netherlands, Dordrecht
la: EN
cc: U20 G10
ut: textbook analyses; critical theory; equity/diversity; comparative textual
analysis; geometry
ci:
li: doi:10.1007/s10649-011-9331-4
ab: Summary: This paper presents findings from a comparative analysis of three
similar secondary geometry texts, one critical unit, one
standards-based reform unit, and one specialist chapter. I developed
the critical unit as I took the tenets of critical mathematics (CM) and
substantiated them in printed curricular materials in which to teach as
part of a larger study. The reform and specialist texts were both
sections from commercially available textbooks. The primary goal of the
textual analysis was to examine how the incorporation of critical or
political themes into the required secondary mathematics curriculum
transformed this curriculum. Key findings were that the CM text
exchanged political for mathematical content and sent class-based
messages about studentsâ€™ academic potential. I conclude by arguing
that the CM agenda proposed by advocates in the USA is problematic in
terms of promoting equity in mathematics education.
rv: