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

Author:

Weber KeithORCID,Melhuish Kathleen

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference47 articles.

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2. Adiredja, A. P. (2019). Anti-deficit narratives: Engaging the politics of research on mathematical sense making. Journal for Research in Mathematics Education, 50(4), 401-435.

3. Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397.

4. Battey, D., & Leyva, L. A. (2016). A Framework for Understanding Whiteness in Mathematics Education. Journal of Urban Mathematics Education, 9(2), 49-80.

5. Brown S (2018). E-IBL: An exploration of theoretical relationships between equity-oriented instruction and inquiry-based learning. In Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., and Brown, S. (eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education. 1–15.

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