Reflections on the Links between Innovative Practices in Mathematics Education and Democracy

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Abstract

Mathematics education can promote democratic competences and values, but also inhibit them, and create inequalities. A basic idea behind the promotion of democratic competences and attitudes is proposed by Vithal (1999): within a mathematics classroom where it is possible for students to experience democratic life students can learn to listen to others’ ideas, argue, take decisions, and critically analyse arguments made by authorities, e.g., the teacher. Aguilar and Zavaleta (2012) found three facets of mathematics education linked to democracy: a provider of critical mathematical skills, a source of values and attitudes, and a social gatekeeper. In this paper I discuss how mathematics teachers through innovative practices can foster a democratic competence in their students.
Original languageEnglish
Title of host publicationInnovative Teaching Practices, Proceedings of the 17th International Symposium of The Mathematics Education for the Future Project, Oxford University, Aug 14-18, 2023
EditorsJanina Morska, Alan Rogerson
Place of PublicationMünster
PublisherWTM-Verlag
Pages194–199
ISBN (Electronic) 978-3-95987-250-8
ISBN (Print)978-3-95987-249-2
Publication statusPublished - 2023
MoE publication typeA4 Article in a conference publication
EventInternational Symposium of The Mathematics Education for the Future Project -
Duration: 14 Aug 2023 → …

Conference

ConferenceInternational Symposium of The Mathematics Education for the Future Project
Period14/08/23 → …

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