Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds

Mathematics education as sociopolitical: prospective teachers’ views of the What, Who, and How

“…In other cases, teachers and learners can unpack and question the hidden assumptions imbedded in their mathematical experiences (e.g., Apple 2000). Finally, making connections to students' homes and communities can reinforce the idea that all students have something to contribute to school mathematics (Civil and Andrade 2002;Civil 2007;González et al 2001;Greer et al 2009;Leonard 2008;Moses and Cobb 2001).…”

“…In contrast, focusing on the world involves connecting mathematics to realworld contexts that are objects of investigation in their own right. This can often be seen in work focused on connecting mathematics to social justice (Gutstein 2006) and to students' funds of knowledge (Civil and Andrade 2002;Civil 2002;González et al 2001), but it can also be found in many instances of mathematical modeling (Doerr and English 2003;English 2010;Greer et al 2009;Lesh and Doerr 2003;Lesh and Harel 2003). Gutstein (2006) argues that although these two foci can be mutually supportive at times, they are ultimately in tension, because focusing on mathematical concepts requires leaving ''the situation in which the mathematics is embedded'' (p. 108), while focusing on the world requires ''studying reality and at some point leav [ing] mathematics to the side' ' (p. 109).…”

“…Discussions of teaching mathematics for social justice or critical mathematics education include consideration of a broad range of perspectives, such as connecting mathematics to students' homes, communities, and/or cultural identity (Civil and Andrade 2002;González et al 2001;Leonard 2008); emphasizing the cultural nature of mathematics and the mathematical accomplishments of people throughout the world and history (Joseph 2010;Powell and Frankenstein 1997); the formatting power of mathematics (Skovsmose 1994b); the role of mathematics curriculum in sending hidden messages about social constructs & Mathew D. Felton-Koestler felton@ohio.edu such as race (Martin 2006(Martin , 2007Tate 1994), gender (Harris 1997), class (Walkerdine 1990), and other markers of difference; and the use of mathematics for developing awareness of, critiquing, and working to change injustices in our society (Frankenstein 1995(Frankenstein , 1997Gutstein 2006;Skovsmose 1994b). These varying perspectives are often reflected by differing interpretations and enactments of teaching (mathematics) for social justice (Bartell 2012(Bartell , 2013Gates and Zevenbergen 2009;Stinson and Wager 2012).…”

Mathematical enculturation from the students’ perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme

“…Students from secondary education may lack some of the knowledge or skills needed for success in higher education. Moreover, they may have been trained in a too schoolish manner with schoolish problem-solving assignments alone that imply a false type of enculturation connected with a false schoolish image of the subject (Civil & Andrade 2002).…”

Cultural horizons for mathematics

“…They have identified ways of thinking that are not in western mathematics but are systematic, reasoned techniques (Barton 2008;D'Ambrosio 2006). However, culturally-based mathematics may go unnoticed due to the lack of connection with formal, westernised mathematics (Civil and Andrade 2002). The recognition of mathematics within a culture requires a deliberate attempt to make the connections by teachers.…”