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Empowerment in Mathematics Education
 Retrieved April 15, 2002, from the World Wide Web: http://www.ex.ac.uk/~PErnest/pome15/empowerment.htm
, 2000
"... this paper I explore the meaning of empowerment in the teaching and learning of mathematics. The main part of the paper is devoted to distinguishing three different but complementary meanings of empowerment concerning mathematics: mathematical, social and epistemological empowerment. Mathematical ..."
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this paper I explore the meaning of empowerment in the teaching and learning of mathematics. The main part of the paper is devoted to distinguishing three different but complementary meanings of empowerment concerning mathematics: mathematical, social and epistemological empowerment. Mathematical empowerment concerns gaining the power to use mathematical knowledge and skills in school mathematics
Adult Literacy National Projects Numeracy in Practice Effective Pedagogy in Numeracy for Unemployed Young People
, 1997
"... project team and do not necessarily reflect the view of the Commonwealth and the ..."
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project team and do not necessarily reflect the view of the Commonwealth and the
Numeracy and mathematical, scientific and technological literacy 1
"... Today, there are so many mathematical operations which have structured our social and natural environment that it is not possible to imagine what reality might have been before. Mathematical devices to control, organise, predict and manipulate nature and social life have penetrated every part of rea ..."
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Today, there are so many mathematical operations which have structured our social and natural environment that it is not possible to imagine what reality might have been before. Mathematical devices to control, organise, predict and manipulate nature and social life have penetrated every part of reality. A major part of what our pupils use to take for nature given and "objective constraints", the factual circumstances and situations in which they grow up in their "natural environment " are artefacts. However, when living and dealing with them, we all rarely are aware of that, and certainly much less of the fact that all this shaping and modelling originally was undertaken for very specific purposes which might have been lost or vanished while their impacts are still there: petrified intentions and interests as materialisations of mathematical modelling. A circular process is involved here. Society becomes increasingly formalized and mathematized by the influence of largescale economic and technological change. In turn, this increasingly technological dominated environment increases the level of technical and mathematical expertise required to sustain it. Many human activities are now seen as having a formal character which, through mathematics, can be controlled and changed. This power to effect change makes possible ends and purposes, which appear to be both, unavoidable and objective.
TEACHER STUDENT
"... Many years ago I encountered a diagram (Figure 1) that may be familiar to you. It was used to help teachers understand that student learning depended upon the relationship between the teacher, the student, and mathematics. Although I found it helpful in thinking about my teaching, I eventually reali ..."
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Many years ago I encountered a diagram (Figure 1) that may be familiar to you. It was used to help teachers understand that student learning depended upon the relationship between the teacher, the student, and mathematics. Although I found it helpful in thinking about my teaching, I eventually realized that there are many more triangles that affect student learning. One can draw triangles with students, teachers, parents, school board members, legislators, etc.
Persistent Iniquities: A TwentyYear Perspective on “Race, Sex, Socioeconomic Status, and Mathematics”
"... Calls for mathematics for all and the discourse of equity have become normative in the field of mathematics education. The 1988 publication of Reyes and Stanic’s Race, Sex, Socioeconomic Status, and Mathematics could serve as a marker for this new emphasis. This essay reconsiders their model to orie ..."
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Calls for mathematics for all and the discourse of equity have become normative in the field of mathematics education. The 1988 publication of Reyes and Stanic’s Race, Sex, Socioeconomic Status, and Mathematics could serve as a marker for this new emphasis. This essay reconsiders their model to orient research; it is the response of the silenced interviewer in conversation with the model’s authors. It is argued that the enforced passivity of mathematics educators has contributed to the twenty years of persistent iniquities in mathematics classrooms. While the model can still be of use within mathematics education, its users must consider its underexplored assumptions by answering why teach mathematics, questioning the demarcation of difference, and allowing for agency. Bringing equitable notions of these assumptions makes possible an approach to public education in which a mathematics education would emerge. While it seems as though we in mathematics education ride tumultuous waves of reform and rescindication 1, we have in fact changed little during the past two decades (Wiliam, 2002), if not the last century (G. M. A. Stanic, personal communication, May 11, 2005), in the assumed certainty that mathematics should be an important part of the school curriculum and in the persistent iniquities that emerge from our mathematics teaching (e.g., see NAEP results over the past 30 years at