See also: critical pedagogy, anti-bias curriculum, ethnomathematics, mathematics education, critical theory, and critical literacy
Critical mathematics pedagogy is an approach to mathematics education that includes a practical and philosophical commitment to liberation.[1] Approaches that involve critical mathematics pedagogy give special attention to the social, political, cultural and economic contexts of oppression, as they can be understood through mathematics.[2] They also analyze the role that mathematics plays in producing and maintaining potentially oppressive social, political, cultural or economic structures.[3] Finally, critical mathematics pedagogy demands that critique is connected to action promoting more just and equitable social, political or economic reform.[3]
Critical mathematics pedagogy builds on critical theory developed in the post-Marxist Frankfurt School, as well as critical pedagogy developed out of critical theory by Brazilian educator and educational theorist Paulo Freire. Definitions of critical mathematics pedagogy and critical mathematics education differ among those who practice it and write about it in their work. The focus of critical mathematics pedagogy shifts between three core tenets, but always includes some attention to all three: (1) analysis of injustice and inequitable relations of power made possible through mathematics, (2) critiques of the ways in which mathematics is used to structure and maintain power, and (3) critiques toward plans of action for change and the use of mathematics to reveal and oppose injustices, as well as imagine proposals for more equitable and just relations.
^Tutak, Fatma Aslan; Bondy, Elizabeth; Adams, Thomasenia L. (2011-01-15). "Critical pedagogy for critical mathematics education". International Journal of Mathematical Education in Science and Technology. 42 (1): 65–74. Bibcode:2011IJMES..42...65A. doi:10.1080/0020739X.2010.510221. ISSN 0020-739X. S2CID 119789553.
^Frankenstein, Marilyn (1983-01-01). "Critical Mathematics Education: An Application of Paulo Freire's Epistemology". The Journal of Education. 165 (4): 315–339. doi:10.1177/002205748316500403. JSTOR 42772808. S2CID 141869416.
^ abSkovsmose, Ole (1994). "Towards a critical mathematics education". Educational Studies in Mathematics. 27 (1): 35–57. doi:10.1007/BF01284527. ISSN 0013-1954. S2CID 123012643.
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