Special Colloquium
Andrew Brantlinger
Northwestern University
Problems with Context: The Curricular Effects of Infusing Sociopolitical Themes into Secondary Mathematics
Abstract: Standards-based reforms in mathematics education place issues of equity front
and center. Indeed, curriculum and instruction that is aligned with national
standards appear to lead to more equitable outcomes for students (NCTM, 2000;
Schoenfeld, 2002). However, many scholars argue that the reform movement does
not go far enough in terms of equity (Apple, 1992; Gutierrez, 2002; Gutstein,
2003). These scholars argue for the importance of "critical mathematics," that
is, the infusion of political goals, themes, and problem contexts into the
standards-based mathematics curriculum. Proponents of critical mathematics
claim that such an approach has the potential to be more equitable than
standards-based instruction because, for example, it allows students to use
mathematics to develop their understandings of personally relevant
sociopolitical matters (e.g. racial profiling, gentrification) and what
they can do to change them for the better.
In this talk I discuss my dissertation study of my own teaching of critical
mathematics at the secondary level. The talk focuses on an analysis of the
critical mathematics curriculum developed as part of the research (Dowling,
1998). The curriculum analysis indicates that the curricular focus on
sociopolitical themes distracted attention away from the development
of mathematical power. This is important to consider, given that scholars who
write about critical mathematics argue that such an approach has the potential
to be both mathematically and politically empowering.
Tuesday February 21, 2006 at 3:00 PM in SEO 636