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Critical Social Pedagogy in Mathematics Teacher Education

Artigo2021

B. E. Olawale; V. S. Mncube; C. Harber

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Resumo

There is no how-to recipe for implementing pedagogical approaches, as each school, learner and teacher has a unique perception of the nature of critical mathematics education. It is therefore the duty of educators and school administrators to cultivate critical teaching and learning experiences that can connect the standardised school curriculum to the reality of learners' everyday lives. As such, this study investigated the pedagogical approaches which mathematics teacher educators employed in the development of democratic citizens in South African universities. Underpinned by the constructivist paradigm, the study employed a qualitative research approach and a case study design. Data were generated from a total of six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education across three different universities. The findings from the study revealed that there are contradictions between pedagogical philosophies and the mathematics teacher educators' ideal image of their practice in the classroom. The nature of mathematics teaching, and the fear that learners come to class with different knowledges from their personal experience and have disparate opinions, hinder critical and social engagement within mathematics education classrooms. Based on the findings, it is recommended that mathematics teacher educators employ a problem-posing pedagogical approach which allows for the appropriation of knowledge in the form of self-reflection, a synergy of care, and self-determination which seeks to foster democratic values and critical consciousness in the development of democratic citizens.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Higher Education
Ano
2021
Idioma
en
Palavras-chave
Teacher Education Programs; Mathematics Instruction; Foreign Countries; Teacher Educators; Student Teachers; Citizenship Education; Democratic Values; Consciousness Raising; Critical Theory; Social Justice; Student Attitudes; Teacher Attitudes
Temas
Currículo, Educação Matemática Crítica, Formação de Professores de Matemática
ISSN
1927-6044
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OLAWALE, B. E.; MNCUBE, V. S.; HARBER, C.. Critical Social Pedagogy in Mathematics Teacher Education. International Journal of Higher Education, 2021. Disponível em: https://eric.ed.gov/?id=EJ1334333. Acesso em: 5 nov. 2026.

APA

Olawale, B. E., Mncube, V. S., & Harber, C. (2021). Critical Social Pedagogy in Mathematics Teacher Education. International Journal of Higher Education. https://eric.ed.gov/?id=EJ1334333

BibTeX
@article{olawale2021,
  author = {Olawale, B. E. and Mncube, V. S. and Harber, C.},
  title = {Critical Social Pedagogy in Mathematics Teacher Education},
  year = {2021},
  journal = {International Journal of Higher Education},
  url = {https://eric.ed.gov/?id=EJ1334333},
  language = {en}
}
RIS
TY  - JOUR
AU  - Olawale, B. E.
AU  - Mncube, V. S.
AU  - Harber, C.
TI  - Critical Social Pedagogy in Mathematics Teacher Education
PY  - 2021
JO  - International Journal of Higher Education
UR  - https://eric.ed.gov/?id=EJ1334333
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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