What Is Math: Misconceptions About the Nature of Mathematics That Promote Oppression and Assimilation (Poster 25)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Mathematics Education Poster Session

Abstract

To promote critical pedagogy, I use logical analysis to critique the conceptualization of mathematics in education. Three understandings of mathematics that lead to impactful contradictions are explored. First, educators invent illiteracy by conceptualizing math as a language. This forces students to express their understandings of mathematics with the language of the colonialism. Educators accept dehumanizing repetitive practice and force students to behave as the dominant culture because they see math is a skill to be acquired. Educators posit math provides extra human truth. This forces students into accepting the faith of the dominant culture. To align with critical pedagogy, math is re-envisioned as a cognitive abstraction based in quantitative and spatial reasoning that is common to all humans.

Author

• Kenneth L. Butler, University of Dayton