Mathematics Students Trying to Be Democratic

• In Event: The Development of Mathematical Cognition: Multidisciplinary Approaches

Abstract

After recording grade 6 students doing group work in mathematics class, we interviewed them to ask how they resolved conflicts. Every group told us that they voted, but we knew from the recordings that no group voted. Some groups told us that they took turns talking. Again, we knew better. However, when pressed the students told us that they stood up for their ideas. We knew from the recordings that they had done so. The difference between the students’ apparent ideal practices and their actual practice prompted our reflection on the role of mathematics in democratic society, and on the pedagogical implications. Knowing mathematics is not enough. Democratic society depends on its people using mathematics in public discourse.

Authors

• David Wagner, University of New Brunswick

• Beth A. Herbel-Eisenmann, Michigan State University