Mathematics Education in the News: Introduction

Abstract

During the recent Ontario general election, the victorious Progressive Conservative party made mathematics education a feature of its platform. The Toronto Sun ran a front-page headline during the campaign that captured Progressive Conservative Party leader Doug Ford's position: 'BACK TO BASICS'. While the Conservative Party proposals were not especially detailed, nor the campaign message particularly nuanced, the newspaper headline is certainly succinct and simplistic. What is interesting about it, however, is that it indexes a well-established discourse in news reporting and public debate about mathematics teaching and curriculum. The headline writer did not feel it necessary to elaborate or even mention mathematics directly. The expression 'back to basics' seems to address mathematics education directly and there is a clear assumption that readers will understand what 'basics' refers to. As mathematics educators, we are likely to find talk of 'basics' anathema, not because we are somehow against children learning 'basic' mathematics (whatever that might be), but rather because we also key into the discourse indexed by the headline. Many of us are concerned that 'back to basics' means a return to rote memorisation, drill and kill, fear and loathing of mathematics among school children, and a poor grasp of concepts, connections and the rich complexity of the subject. This example serves to illustrate some broader questions about the treatment of mathematics education in news media and the role of mathematics education in interpreting media reporting. What discourses are apparent in news coverage about mathematics education? How does the medium shape the message? How do consumers of news media interpret these discourses? How do these discourses construct mathematics education, mathematics curriculum, teachers, students and so on? How are prevailing discourses linked to broader political ideologies? These questions matter, because news reporting matters. News reporting shapes public opinion and popular thinking, including about mathematics education. News reporting also reflects public opinion and popular thinking. There is a reflexive relationship between the two. In a time of fake news, social media, click bait and rapid news cycles, in which news reporting must compete with other sources of information, opinion and outrage, it is important to pay attention to the discourses that are made available to the public about mathematics education. Both news media discourse and public opinion involve interactions of

Flattening the Facebook Curve: Exploring Intersections of Critical Mathematics Education With the Real, the Surreal, and the Virtual During a Global Pandemic

“…As introduced earlier, for our CME analysis we present here a set of questions adapted from four key sources: Skovsmose (1994); Andersson and Wagner (2017); Barwell and Abtahi (2019); and Nasir et al (2008). Skovsmose (1994) invited readers to understand critical mathematics education as a critical "approach to" or rather addresses critical "concerns about" relations between mathematics and mathematics education on the one hand, and the power of the use of mathematics in society and subsequent formatting of society, based on values of democracy, social justice and freedom on the other hand (Gutstein, 2006;Skovsmose, 1994;Valero, 2004).…”

“…In relation to media practices and mathematics content, Barwell and Abtahi (2019) posed broad and critical "questions about the treatment of mathematics education in news media and the role of mathematics education in interpreting media reporting" (p. 1). Although the authors found it "surprising that little research has been conducted on the nature of news media discourses of mathematics education" (p. 2), they claimed that media coverage tends to oversimplify the complexity of teaching and learning mathematics, seemingly reducing these endeavours to naïve, dichotomous discourses such as 'back to basics' vs. 'discovery learning'" (p. 2).…”

“…We believe this image and metaphor could serve as an appropriate medium to shape the mathematical (and pandemic) messages being conveyed with respect to exponents and isolation. However, in reference to Barwell and Abtahi's (2019) question of how "consumers" of this image may interpret (or are expected to interpret) these discourses, the Facebook "consumer" of this image is probably expected to take the image at face value, and interpret it only as a clever way to bring cats into the equation on isolation.…”

“…For our CME analysis, we look to Barwell and Abtahi's (2019) question about how discourses can construct mathematics education, educators and students. From this image (Figure 8) and associated websites, it is apparent that, in building a geodesic dome, the complicated mathematics is best left "behind the scenes" for those who are smart enough to digest it (i.e., "for the smartest of citizens") (Nasir et al 2008, p. 226).…”

On the Occasion of an Anniversary, Eh: Confessions of a Canadian Math Ed Editor

“…2019 began with two special issues. The first, “Mathematics Education in the News,” (Barwell & Abtahi, 2019 ) was the second special issue where I provided some input at the proposal stage (Aikenhead, 2017 , being the first), which felt like eons ago at the time. Given the individuals involved and the strength of the proposal, it was an easy and resounding “yes” on my part.…”