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

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Abstract

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.

Résumé

Dans le commentaire qui suit, nous nous penchons sur les tensions qui apparaissent du fait de motiver les élèves à travailler dans une activité réelle de la discipline des mathématiques et les points de vues apportés par les théoriciens critiques qui s’intéressent à l’équité dans l’enseignement des mathématiques. Les tensions se manifestent, car l’engagement d’élèves dans une activité véritable de la discipline des mathématiques amène généralement les apprenants à adopter le langage et les normes d’une autre communauté. Nous avançons que ces tensions peuvent être atténuées (mais pas éliminées) en (i) mettant l’accent sur l’élargissement des pratiques mathématiques réelles des élèves tout en se préoccupant moins d’éliminer celles qui ne sont pas authentiques, (ii) ne restreignant pas l’activité mathématique véritable à la création de nouvelles mathématiques, et (iii) incluant des activités qui donnent l’occasion aux élèves de personnaliser les mathématiques.

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Authors and Affiliations

  1. Graduate School of Education, Rutgers University, 10 Seminary Place, New Brunswick, NJ, 08901, USA

    Keith Weber

  2. Department of Mathematics, Texas State University, MCS470, San Marcos, TX, 78666, USA

    Kathleen Melhuish

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  1. Keith Weber
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Weber, K., Melhuish, K. Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions Between Disciplinary Activity and Critical Education. Can. J. Sci. Math. Techn. Educ. 22, 305–314 (2022). https://doi.org/10.1007/s42330-022-00221-6

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