Abstract:Western European nations and the United States have significantly shaped the contemporary world through brutal and devious colonialist and imperialist ventures. Though those endeavors are different, they share common features. Those features include the economic, political, social, and cultural domination stretched over time of territories beyond the geographic boundaries of metropolitan centers to benefit the metropole's ruling classes and their populations. Vladimir. I. Lenin (1939) views colonialism and imp… Show more
“…It creates a learning environment in which students their collaborative skills through role-playing in which every character of the drama cooperatively builds and enhances their characters in which both actors and audiences immerse in the situations, and thus, they internalize the contents demonstrated (Coleman & Davies, 2018). Mathematics education practices from the very beginning of formal schooling in Nepal around 1834 have been dominated by the competitive mentality that has been instigated by Western modern worldview and focuses on high-stakes tests that help erode collaborative culture emanating through historical practices of our ancestors (Powell, 2022). Competition is not the aim of education that enhances the individualistic endeavour and leads practitioners to be more narcissistic and self-indulgent, which indirectly insists on unhealthy conflict in society and nation as well.…”
Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.
“…It creates a learning environment in which students their collaborative skills through role-playing in which every character of the drama cooperatively builds and enhances their characters in which both actors and audiences immerse in the situations, and thus, they internalize the contents demonstrated (Coleman & Davies, 2018). Mathematics education practices from the very beginning of formal schooling in Nepal around 1834 have been dominated by the competitive mentality that has been instigated by Western modern worldview and focuses on high-stakes tests that help erode collaborative culture emanating through historical practices of our ancestors (Powell, 2022). Competition is not the aim of education that enhances the individualistic endeavour and leads practitioners to be more narcissistic and self-indulgent, which indirectly insists on unhealthy conflict in society and nation as well.…”
Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.
“…High-stakes tests and other assessments also exert an influence. Powell (2022) cites the Programme for International Student Assessment (PISA), an arm of the Organization for Economic Co-operation and Development (OECD), as a neocolonialist and neoliberal assessment project that internationally shapes school mathematics curriculum and instruction.…”
Section: Recontextualization and Colonist Messages In Mathematics Edu...mentioning
In this theoretical essay, we respond to recent scholarship on decolonizing mathematics that asserts that so-called “Western” mathematics is inherently colonialist – that is, in service of the economic and political control of European or wealthy nations over countries of the Global South. Although generally sympathetic with that literature, we argue against some of its presumptions, in part, by distinguishing “Western” or academic mathematics from its recontextualization for schools. First, we argue that, although colonialist messages and values can be disseminated as part of that recontextualization, it is not clear that academic mathematics is inherently colonialist. Then, we offer a suggestive insight into what it might mean to decolonize school mathematics through a pedagogical approach based on research on native language learning, called the “subordination of teaching to learning.” The approach uses tasks that invite learners to use their indigenous mental powers (or brilliance) through engaging in dialogic interactions with themselves and others about objects and relations among them. To illustrate the subordination of teaching to learning, we present an example of how learners use their learning powers to educate their awareness and build mathematical ideas and reasoning; thereby experiencing the joy of their intellectual efforts.
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