Critical pedagogy for critical mathematics education

Aslan-Tutak, Fatma; Bondy, Elizabeth; Adams, Thomasenia Lott

doi:10.1080/0020739x.2010.510221

Cited by 32 publications

(30 citation statements)

References 16 publications

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“…The exploration of these numerical values in foreknowledge matchmaking in marriage as contained in the Javanese Primbon is an area of ethnomathematics studies. Tutak, Bondy, and Adams (2011) stated that the term of ethnomathematics was first introduced by D'Ambrosio in 1978 at the annual meeting of the American Association for the Advancement of Science (AAAS). Subsequently in 1985, D'Ambrosio, Gloria Gilmer and Rick Scott formed a group known as The International Study Group on Ethnomathematics (ISGEm), whose aim was to increase the understanding of mathematical practices on cultural diversity and apply the knowledge for the purpose of education and development (Tutak, et al 2011).…”

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“…Tutak, Bondy, and Adams (2011) stated that the term of ethnomathematics was first introduced by D'Ambrosio in 1978 at the annual meeting of the American Association for the Advancement of Science (AAAS). Subsequently in 1985, D'Ambrosio, Gloria Gilmer and Rick Scott formed a group known as The International Study Group on Ethnomathematics (ISGEm), whose aim was to increase the understanding of mathematical practices on cultural diversity and apply the knowledge for the purpose of education and development (Tutak, et al 2011). D' Ambrosio (1985) stated that ethnomathematics is the mathematics which is practised among identifiable cultural groups, such as national-tribal societies, labor groups, children of a certain age bracket, professional classes, and so on.…”

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Math and Mate in Javanese Primbon: Ethnomathematics Study

2019

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Marriage is an essential part of life for most people. In the Javanese tradition, great attention is paid to the weton of the couple through Javanese Primbon. It predicts the fate of the couple in the marriage. This prediction of the Javanese outcome after the wedding has some numerical values. Therefore, this study aims to uncover these numerical values using ethnomathematics. This research uses a qualitative method. Analyzing the Javanese Primbon documents is meant to explore the numerical value of Javanese people. Also, analyzing the data using the Javanese Primbon documents was not only based on the interpretation of the researcher but also the result of discussions with cultural and mathematical experts. This study proposes numerical values such as number bases, remainder theorem, modulo, and modulus of the congruence in formal mathematics, which is associated with matchmaking using Javanese Primbon.

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Math and Mate in Javanese Primbon: Ethnomathematics Study

2019

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“…My research suggests that being critical is not synonymous with being negative. Rather, critically reflective teachers, teacher educators, academic researchers, as well as education policymakers are committed to democratic principles of equality, equity, and justice (Tutak, Bondy, & Adams, 2011). In this scenario, transformative learning involves critical reflection of assumptions, status quo or taken-for-granted ideas that may occur either in group interaction or independently (Mezirow, 2003).…”

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confidence: 99%

Moments of Critical Self-Reflection of a Transformative Mathematics Teacher

Luitel¹

2020

J. Trans. Praxis

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I have been travelling through a transformative research journey since the beginning of my MPhil study. It allows me to understand my past and present strengths and limitations in learning and teaching of mathematics, thereby envisaging alternative practices for futurist education. As my research involved critical self-reflection on my professional praxis, I used a multi-paradigmatic (interpretivism, criticalism, postmodernism) research approach and autoethnography as a research methodology. Thus, the main purpose of the paper is to portray the moments of critical self-reflection on my experiences of doing mathematical activities during my childhood and learning mathematics during my early days of schooling, aiming at improving my practices as a teacher, a practitioner-researcher and an educator. I used Habermasian knowledge constitutive interests (i.e., technical, practical, and emancipatory) and Schubert’s curriculum images (i.e., content or subject matter, experiences, cultural reproduction, etc.) to interrogate my experiences of doing and learning mathematics. As a mathematics teacher and practitioner-researcher, reflections on my childhood experiences as well as early days of schooling ultimately opened up somewhat closed box of my personal and professional practices. This paper in/directly indicates the enhancement of the students’ engagement in mathematics through context-based activities. Moreover, the selection of the contents should be based on learners’ experiences which might be experienced through mathematically rich activities such as games, daily household works, etc.

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“…This can be done using certain cultural symbols, codes, languages, values or attitudes in order for learners to access the theoretical grounding of the body of knowledge of Mathematics, whereby they identify with it, understand it and apply it. According to Fossa (2006) and Tutak, Bondy and Adams (2011), ethnomathematics refers to the different ways in which learners in cultural groups practise Mathematics and how they incorporate this authentic Mathematics, influenced by their culture and daily lives, in the reconstruction of Mathematics (mathematising) in the classroom. It can therefore be said that ethnomathematics enables learners to establish a connection between Western (abstract) mathematical semiotics, the representation thereof, as well as the imagery they establish derived from their culture, in order to understand the mathematical concept being taught.…”

Section: Ethnomathematicsmentioning

confidence: 99%

The affordances of indigenous knowledge in decolonising the curriculum, within a self-directed learning framework

Beer¹,

Mentz²

2019

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis book is the result of a longitudinal research project (2016)(2017)(2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school Science, Technology and Mathematics curricula. Short learning programmes (SLPs) were offered to Science, Technology, Engineering and Mathematics (STEM) teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo province, and Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological bordercrossing between Natural Science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers' classrooms. Most of the chapters in the book report empirical data, with the exception of three chapters (Ch. 2, Ch. 10 and Ch. 11), that can be categorised as systematic reviews. The book is devoted to scholarship in the field of STEM education and teacher professional development, with a specific focus on research into the enhancement of self-directed learning. The target audience are scholars working in the fields of indigenous knowledge systems, STEM education, teacher professional development and self-directed learning. This book makes a unique contribution in terms of, firstly, its extensive use of third-generation Cultural-Historical Activity Theory (CHAT) as a research lens and, secondly, in drawing on research from the fields of neuroscience, science education philosophy, self-directed learning and indigenous knowledge systems, in arguing for such border-crossing. Chapter 1 shows how this research contributes to the development of fourthgeneration CHAT, which, owing to the complexity of the object (which Engeström refers to as 'runaway objects'), requires a focus on numerous activity systems. The book also explores the conundrum of rese...

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Critical pedagogy for critical mathematics education

Cited by 32 publications

References 16 publications

Math and Mate in Javanese Primbon: Ethnomathematics Study

Math and Mate in Javanese Primbon: Ethnomathematics Study

Moments of Critical Self-Reflection of a Transformative Mathematics Teacher

The affordances of indigenous knowledge in decolonising the curriculum, within a self-directed learning framework

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