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Students’ perspectives on Critical Mathematics Education

Artigo2023

Daniela Steflitsch ORCID; Andrew Brantlinger ORCID

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Resumo

Theoretically, critical mathematics education (CME) differs markedly from traditional, teacher-centered mathematics teaching approaches. In addition to meeting mathematical goals, a main focus of CME lies on fostering students’ critical consciousness and positioning them as active and informed actors in the classroom and beyond. However, only few empirical studies explicitly focus on how students experience CME instruction and curriculum. In this contribution, we draw on interview data to examine how K-12 students in one Austrian and one American school setting respond to and perceive CME lessons. The analysis revealed that, within both classroom settings, students’ perceptions vary greatly, with some perceiving CME lessons as being completely different from prior experiences in school mathematics to some seeing little-to-no difference. Additionally features of CME instruction that mathematics teachers and researchers might consider to be the most salient are not necessarily the ones that students report attending to. Reasons for that might be manifold, and students might need more time with CME instruction and especially with reflecting on such lessons to identify the rationale behind the instructional approach. Moreover, researchers should be aware that students might not share their understanding of critical instructional reforms and might have diverse or even divergent perceptions.

Dados da obra

Tipo
Artigo
Periódico
Prometeica, n. 27, p. 263-273
Editora
Universidade Federal de São Paulo
Ano
2023 (2023-07-27)
Idioma
en
Palavras-chave
critical mathematics education; students' perspectives; student perceptions; critical consciousness; mathematics curriculum; teacher-centered instruction; teaching reform
Temas
Currículo, Educação Matemática Crítica
DOI
10.34024/prometeica.2023.27.15292
ISSN
1852-9488
Licença
cc-by-nc
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
STEFLITSCH, Daniela; BRANTLINGER, Andrew. Students’ perspectives on Critical Mathematics Education. Prometeica, n. 27, p. 263-273, 2023. DOI: https://doi.org/10.34024/prometeica.2023.27.15292.

APA

Steflitsch, D., & Brantlinger, A. (2023). Students’ perspectives on Critical Mathematics Education. Prometeica, 263-273. https://doi.org/10.34024/prometeica.2023.27.15292

BibTeX
@article{steflitsch2023,
  author = {Steflitsch, Daniela and Brantlinger, Andrew},
  title = {Students’ perspectives on Critical Mathematics Education},
  year = {2023},
  journal = {Prometeica},
  number = {27},
  pages = {263-273},
  publisher = {Universidade Federal de São Paulo},
  doi = {10.34024/prometeica.2023.27.15292},
  language = {en}
}
RIS
TY  - JOUR
AU  - Steflitsch, Daniela
AU  - Brantlinger, Andrew
TI  - Students’ perspectives on Critical Mathematics Education
PY  - 2023
JO  - Prometeica
IS  - 27
SP  - 263
EP  - 273
DO  - 10.34024/prometeica.2023.27.15292
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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