@inbook {MATHEDUC.05882015,
author = {Brantlinger, Andrew},
title = {Critical mathematics in a secondary setting: promise and problems.},
year = {2011},
booktitle = {Mapping equity and quality in mathematics education},
isbn = {978-90-481-9802-3},
pages = {543-554},
publisher = {Dordrecht: Springer},
doi = {10.1007/978-90-481-9803-0_39},
abstract = {Summary: In this chapter, I present results from a discourse analysis of my own teaching of critical mathematics at an inner-city U. S. high school. The approach I took was influenced by the critical mathematics advocates in the U. S. context. I find that, while some critical mathematics lessons engaged students in a manner that reform mathematics never did, other critical lessons fell apart in terms of engaging students in a meaningful manner. I focus on one activity to explore some of the complexities of critical mathematics teaching and learning. The results point to the promise and problems of critical pedagogy in secondary mathematics classrooms.},
msc2010 = {C60xx (B10xx D30xx A40xx)},
identifier = {2011e.00272},
}