Critical Mathematics Education

Can Democratic Mathematics Education Survive under Neoliberal Regime?

Drawing on rich ethnographic data, Critical Mathematics Education: Can Democratic Mathematics Education Survive under Neoliberal Regime? responds to ongoing discussions on the standardization in curriculum and reconceptualizes Critical Mathematics Education (CME) by arguing that despite obstructive implications of market-driven changes in education, a practice of critical mathematics education to promote critical citizenship could be implemented through open-ended projects that resonate with an inquiry-based collaborative learning and dialogic pedagogy. In doing so, neoliberal hegemony in education can be countered. The book also identifies certain limitations of critical mathematical education and suggests pedagogic and curricular strategies for critical educators to cope with these obstacles.
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Biographical Note

Bülent Avcı, Ph.D. (2017), Charles Sturt University, is a public high school math teacher in WA, USA. His research focuses on dialogical teaching of high school mathematics and mathematics education oriented towards critical citizenship.

Table of contents

Foreword: A Living Mathematics for Democracy
Antonia Darder
Acknowledgements

1 Setting the Stage
 Research Context
 Research Methodology
 End-of-Unit Projects (EUPs): A Response to Neoliberal Pedagogy
 Outline of the Book

2 The Standardization Movement in Education
 Reconnaissance Stage for Critical Participatory Action Research
 Student-Developed Multiple-Choice Tests: EUP 1
 Concluding Discussion of EUP 1
 Neoliberal Hegemony in Education

3 Class Consciousness and Mathematical Literacy
 Planning and Objectives
 Concluding Discussion of EUP 2

4 Collaborative Versus Competitive Learning
 Planning and Objectives
 Concluding Discussion of EUP 3

5 Mathematical Inequality and Socioeconomic Inequality
 Planning and Objectives
 Concluding Discussion of EUP 4

6 Student Loan Crises
 Planning and Objectives
 Concluding Discussion of EUP 5

7 Critical Mathematics Education: A Bottom-Up Response to Neoliberal Hegemony
 Critical Mathematics Education and Dialogic Pedagogy
 Critical Mathematics Education and Collaborative Learning
 Critical Mathematics Education and Inquiry-Based Learning

8 Critical Mathematics Education and Citizenship in the Neoliberal Era
 Democracy in the Classroom
 Democracy in a Form of Dialogue
 Mathematical Literacy and Citizenship
 Critical Pedagogy and Critical Citizenship
 Neoliberal Hegemony and Mathematics Education for Critical Citizenship

9 Conclusions
 Dialogue, Collaboration, and Inquiry
 The Mathematics Classroom as a Micro Society
 Citizenship and Mathematics Education
 Curricular Materials in CME
 Micromanagement and Control
 Participatory Action Research and Critical Mathematics Education
 Limitations and Suggestions
 Final Word

References
Index

Readership

Math and science teachers in secondary education, graduate and undergraduate students in colleges of teacher education, and anyone concerned with neoliberal changes in education.

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