Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education

Artigo2022

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Resumo

In this commentary, we explore tensions between engaging students in authentic disciplinary mathematical activity and insights from critical theorists who analyze equity in mathematics education. The tensions arise as engaging students in authentic mathematical activity usually involve having students adopt the language and norms of another community. We suggest these tensions can be mitigated (but not eliminated) by (i) focusing on expanding students' authentic mathematical practices while giving less concern towards eliminating inauthentic mathematical practices, (ii) not restricting authentic mathematical activity to the creation of new mathematics, and (iii) including activities that allow students to make mathematics personal.

Dados da obra

Tipo: Artigo
Periódico: Canadian Journal of Science
Ano: 2022
Idioma: en
Palavras-chave: Learner Engagement; Mathematics Activities; Critical Theory; Mathematics Education; Authentic Learning
ISSN: 1492-6156
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WEBER, Keith; MELHUISH, Kathleen. Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education. Canadian Journal of Science, 2022. Disponível em: http://dx.doi.org/10.1007/s42330-022-00221-6. Acesso em: 5 nov. 2026.

APA

Weber, K., & Melhuish, K. (2022). Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education. Canadian Journal of Science. http://dx.doi.org/10.1007/s42330-022-00221-6

BibTeX

@article{weber2022,
  author = {Weber, Keith and Melhuish, Kathleen},
  title = {Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education},
  year = {2022},
  journal = {Canadian Journal of Science},
  url = {http://dx.doi.org/10.1007/s42330-022-00221-6},
  language = {en}
}

RIS

TY  - JOUR
AU  - Weber, Keith
AU  - Melhuish, Kathleen
TI  - Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education
PY  - 2022
JO  - Canadian Journal of Science
UR  - http://dx.doi.org/10.1007/s42330-022-00221-6
LA  - en
ER  -

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