id: 05882015
dt: a
an: 2011e.00272
au: Brantlinger, Andrew
ti: Critical mathematics in a secondary setting: promise and problems.
so: Atweh, Bill (ed.) et al., Mapping equity and quality in mathematics
education. Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk;
978-90-481-9803-0/ebook). 543-554 (2011).
py: 2011
pu: Dordrecht: Springer
la: EN
cc: C60 B10 D30 A40
ut: critical theory; qualitative methods; practitioner research; race;
ethnicity; social and cultural issues; critical mathematical education;
educational research; equal opportunities; sociocultural aspects;
socioeconomic differences; educational sociology; critical thinking;
citizenship education; mathematics and society; mathematics and
politics
ci:
li: doi:10.1007/978-90-481-9803-0_39
ab: 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.
rv: