Applying Critical Mathematics Education

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There is no shortage of urgent, complex problems that mathematics education can and should engage with. Pandemics, forest fires, pollution, Black Lives Matter protests, and fake news all involve mathematics, are matters of life and death, have a clear political dimension, and are interdisciplinary in nature. They demand a critical approach. The authors in this volume showcase new insights, teaching ideas and new and unique ways of applying critical mathematics education, in areas as diverse as climate change, obesity, decolonisation and ethnomathematics. This book demonstrates that there is plenty to be done with critical mathematics education.

Contributors are: Annica Andersson, Tonya Gau Bartell, Richard Barwell, Lisa Lunney Borden, Sunghwan Byun, Anna Chronaki, Brian Greer, Jennifer Hall, Victoria Hand, Kjellrun Hiis Hauge, Beth Herbel-Eisenmann, Rune Herheim, Courtney Koestler, Kate le Roux, Swapna Mukhopadhyay, Aldo Parra, Anita Rampal, Sheena Rughubar-Reddy, Toril Eskeland Rangnes, Ulrika Ryan, Lisa Steffensen, Paola Valero and David Wagner.

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  • Chapter 1 Applying Critical Mathematics Education
  • Chapter 2 Culturally Situated Critical Mathematics Education
  • Chapter 3 Decolonising Mathematics Education in a Time of Reconciliation
  • Chapter 4 Propio as a Decolonising Tool for Mathematics Education
  • Chapter 5 The Potential of an Africa-Centred Approach to Theory-Use in Critical Mathematics Education
  • Chapter 6 Tensions and Failures in an Analysis of Whiteness among a Racially and Socially Diverse Group of Mathematics Teacher Educators
  • Chapter 7 “Mathematics Is Bad for Society”
  • Chapter 8 A Critical Mathematics Education for Climate Change
  • Chapter 9 The Mathematical Formatting of How Climate Change Is Perceived
  • Chapter 10 The Mathematical Formatting of Obesity in Public Health Discourse
Annica Andersson is a Professor of Mathematics Education at the University of South-Eastern Norway. Her research interests include Critical Mathematics Education, languages, storylines and discourses, and strength based and culturally responsive pedagogies in mathematics education.

Richard Barwell is Dean of Education and Professor of Mathematics Education at the University of Ottawa, Canada. His research interests include sustainability, languages and discourses in mathematics education. He has edited numerous books and collections on these topics.
Foreword
Ole Skovsmose
List of Figures and Tables
Notes on Contributors

1 Applying Critical Mathematics Education: An Introduction
Annica Andersson and Richard Barwell
2 Culturally Situated Critical Mathematics Education
Annica Andersson and David Wagner
3 Decolonising Mathematics Education in a Time of Reconciliation
Lisa Lunney Borden
4 Propio as a Decolonising Tool for Mathematics Education
Aldo Parra and Paola Valero
5 The Potential of an Africa-centred Approach to Theory-Use in Critical Mathematics Education
Kate le Roux and Sheena Rughubar-Reddy
6 Tensions and Failures in an Analysis of Whiteness Among a Racially and Socially Diverse Group of Mathematics Teacher Educators
Victoria Hand, Beth Herbel-Eisenmann, Sunghwan Byun, Courtney Koestler and Tonya Bartell
7 “Mathematics Is Bad for Society”: Reasoning about Mathematics as Part of Society in a Language Diverse Middle School Classroom
Ulrika Ryan, Annica Andersson and Anna Chronaki
8 A Critical Mathematics Education for Climate Change: A Post-Normal Approach
Richard Barwell and Kjellrun Hiis Hauge
9 The Mathematical Formatting of How Climate Change Is Perceived: Teachers’ Reflection and Practice
Lisa Steffensen, Rune Herheim and Toril Eskeland Rangnes
10 The Mathematical Formatting of Obesity in Public Health Discourse
Jennifer Hall and Richard Barwell

Epilogues


11 From the Present Towards Hope for the Future
Ulrika Ryan and Lisa Steffensen
12 Critical Mathematics Education Imaginaries: Culturally Situated, Situating, Transformative, Decolonising, and More …
Anita Rampal
13 Pessimism of the Intellect, Optimism of the Will
Swapna Mukhopadhyay and Brian Greer

Index
All teachers and researchers interested in giving young people a contemporary mathematics education, with learning experiences driven by urgent, complex questions; that is interdisciplinary; that is politically active and engaged; that is democratic and involves critique.
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