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

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.