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Full-Text Articles in Education
Dewey, Freire, And Foucault And An Ever-Evolving Philosophy Of (Mathematics) Education, David W. Stinson
Dewey, Freire, And Foucault And An Ever-Evolving Philosophy Of (Mathematics) Education, David W. Stinson
Middle and Secondary Education Faculty Publications
In this essay, the author provides a working definition of philosophy from a cultural point of view, and argues the need for mathematics educators to develop their philosophy of mathematics teaching and learning or, to speak more broadly, their philosophy of education. He then historically situates three scholars—John Dewey, Paulo Freire, and Michel Foucault—who have been instrumental in the formulation of his philosophy of education. Next, he shares how the philosophies of these three scholars provide different languages to critique three aspects of education. He concludes with brief discussions on the process of his ever-evolving philosophy of mathematics teaching and …
Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples
Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples
CRME Publications
Justification is an important disciplinary and learning practice. Despite a growing knowledge base regarding how teachers orchestrate mathematical discussions, few analyses have considered the orchestration of specific disciplinary practices such as justification. Using classroom video data from the JAGUAR project, we analyze two instantiations of extensive student justification in seventh-grade classrooms and document each teacher’s pedagogical approach that supported students’ engagement in this practice. We argue that, although there was overlap in their pedagogical repertoires, the teachers created a context for student justification in two unique ways. We document the similarities and differences in their approaches, including the nature of …
Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager
Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager
Middle-Secondary Education and Instructional Technology Faculty Publications
Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.
Conversations About Privilege And Oppression In Mathematics Education, David W. Stinson, Joi A. Spencer
Conversations About Privilege And Oppression In Mathematics Education, David W. Stinson, Joi A. Spencer
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the authors frame the purpose and outline the contents of the JUME special issue “Privilege and Oppression in the Mathematics Preparation of Teacher Educators” (the title of a 3-day conference held in Battle Creek, Michigan). As part of the “thoughtful action” called for throughout the conference, the intention of the special issue is to invite all mathematics educators (and others) into conversations about systems of privilege and oppression.
Teachers Reflecting Differently: Deconstructing The Discursive Teacher/Student Binary, David W. Stinson, Ginny C. Powell
Teachers Reflecting Differently: Deconstructing The Discursive Teacher/Student Binary, David W. Stinson, Ginny C. Powell
Middle-Secondary Education and Instructional Technology Faculty Publications
This session explores the ways that practicing teachers came to reflect differently regarding the discursive teacher/student binary during a graduate-level course entitled “Mathematics Education within the Postmodern.” Using Dewey’s concept of reflective thinking, as well as Foucault’s discourse and Derrida’s deconstruction, we show how the course provided new suggestions for the students as they continued their journey of becoming teachers. Through interweaving comments written by the students with concepts borrowed from postmodern philosophers and theorists, we illustrate how the teachers began to understand that teachers and students might indeed be described differently in the postmodern.
Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Middle-Secondary Education and Instructional Technology Faculty Publications
This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only coresearchers, but also co-authors of the study. …
Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman
Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman
Middle-Secondary Education and Instructional Technology Faculty Publications
This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical …
What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson
What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
No abstract provided.
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Teacher Education Faculty Publications
In response to indicators that a decline in interest in mathematics occurs among girls—particularly those from low-income and minority groups—during middle school, the GO-GIRL (Gaining Options: Girls Investigate Real Life) program was designed to help potentially talented at-risk girls. The program aimed to build mathematical confidence, skills, and conceptual understanding by integrating mathematics and social science research in a single-sex, technology-rich environment supported by university student mentors. The program targeted seventh-grade urban girls from public and private schools. Participants met over the course of ten Saturdays to learn research methods, computer skills, mathematics, and descriptive statistics. Quantitative data from the …
Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson
Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, …