Institutional and instructional decolonizing mathematics education

Artigo2023

Arthur Belford Powell ORCID; Andrew Brantlinger ORCID; Luis A. Royo Romero ORCID

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Resumo

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.

Dados da obra

Tipo: Artigo
Periódico: Prometeica - Revista de Filosofía y Ciencias, n. 27, p. 199-209
Editora: Universidade Federal de São Paulo
Ano: 2023 (2023-07-27)
Idioma: en
Palavras-chave: colonialism; Western mathematics; Global South; native language learning; dialogic learning; school mathematics
DOI: 10.34024/prometeica.2023.27.15284
ISSN: 1852-9488
Licença: cc-by-nc
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
POWELL, Arthur Belford; BRANTLINGER, Andrew; ROMERO, Luis A. Royo. Institutional and instructional decolonizing mathematics education. Prometeica - Revista de Filosofía y Ciencias, n. 27, p. 199-209, 2023. DOI: https://doi.org/10.34024/prometeica.2023.27.15284.

APA

Powell, A. B., Brantlinger, A., & Romero, L. A. R. (2023). Institutional and instructional decolonizing mathematics education. Prometeica - Revista de Filosofía y Ciencias, 199-209. https://doi.org/10.34024/prometeica.2023.27.15284

BibTeX

@article{powell2023,
  author = {Powell, Arthur Belford and Brantlinger, Andrew and Romero, Luis A. Royo},
  title = {Institutional and instructional decolonizing mathematics education},
  year = {2023},
  journal = {Prometeica - Revista de Filosofía y Ciencias},
  number = {27},
  pages = {199-209},
  publisher = {Universidade Federal de São Paulo},
  doi = {10.34024/prometeica.2023.27.15284},
  language = {en}
}

RIS

TY  - JOUR
AU  - Powell, Arthur Belford
AU  - Brantlinger, Andrew
AU  - Romero, Luis A. Royo
TI  - Institutional and instructional decolonizing mathematics education
PY  - 2023
JO  - Prometeica - Revista de Filosofía y Ciencias
IS  - 27
SP  - 199
EP  - 209
DO  - 10.34024/prometeica.2023.27.15284
LA  - en
ER  -

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