Covid-19 Pandemisi, insanlığın 21.yüzyılda evrensel boyutta karşılaştığı ilk büyük tehlike olarak düşünülebilir. Pandeminin matematik eğitimcilerinin önüne koyduğu önemli sorulardan biri de ‘hem yerel hem evrensel ölçekte dayanışmayı ve mücadele etmeyi gerektiren böyle bir sorun karşısında insani değerleri yitirmeden ayakta kalabilecek bir nesil yetiştirmek için matematik eğitiminin oynayabileceği roller neler olabilir?’ sorusudur. Bu çalışmanın amacı, pandemi, küresel ısınma, savaş, göç vb. krizlerle yüz yüze olan insanlık için matematik eğitiminin sunabileceği olanakları ‘eleştirel matematik eğitimi’ kavramsal çerçevesi ışığında tartışmak ve matematik sınıflarını bu sorunlarla mücadeleyi de içerecek şekilde dönüştürmeye yönelik öneriler sunmaktır. Bu amaç doğrultusunda, eleştirel matematik eğitimi kavramsal çerçevesi açıklanmaya çalışılacak ve bu yaklaşıma uygun bir sınıf ortamı için kullanılabilecek bir etkinlik modeli sunulacaktır. Bu etkinlik modeli anlama ve harekete geçme odaklı, öğrencilerin bireysel olarak ve toplumsal olarak yüz yüze kalabilecekleri durumları içeren, yerelden evrensele uzanan, hem sınıf içi hem de sınıf dışında matematik yapmayı ve matematik yardımı ile iletişim kurmayı zorunlu kılan bir modeldir. Çalışma kapsamında eleştirel matematik eğitimi odaklı bu modeli yansıtan örnek etkinliklere yer verilecektir. Ayrıca eleştirel matematik eğitiminin Türkiye’deki matematik eğitimi araştırmalarına getirebileceği araştırma olanaklarına ilişkin önerilerde bulunulacaktır.
Andersson, A. & Barwell, R. (2021). Applying Critical Mathematics Education: An Introduction. Brill, Leiden.
Bakker, A., Cai, J. & Zenger, L. (2021). Future themes of mathematics education research: an international survey before and during the pandemic. Educational Studies in Mathematics, 107, 1-24. https://doi.org/10.1007/s10649-021-10049-w
Bernstein, B. (1990). Class, codes and control, Vol. IV: The structuring of pedagogic discourse. London: Routledge.
Cooper, B. (1998). Using Bernstein and Bourdieu to understand children's difficulties with "realistic" mathematics testing: An exploratory study. International Journal of Qualitative Studies in Education, 11:4, 511-532, doi: 10.1080/095183998236421
Doğan, O. (2012). Upper elementary mathematics curriculum in Turkey: A critical discourse analysis. Yayınlanmamış doktora tezi. ODTÜ, Ankara.
Doğan, O., & Haser, Ç. (2014). Neoliberal and nationalist discourses in Turkish elementary mathematics education. ZDM, 46(7), 1013-1023.
D’Ambrosio U (1985) Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1):44–48.
D’Ambrosio, U. (1990). The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10, 20−23.
D’Ambrosio, U. (2008). Peace, social justice and ethnomathematics., International perspectives on social justice in Mathematics Education, B. Sriraman (Ed.), (37-51). Charlotte, NC: Information Age Publishing.
Elçiçek, M. (2021). Tendencies in Turkey-based academic studies on distance education during the covid-19 pandemic. Journal of Educational Technology and Online Learning, 4 (3), 406-417. doi: 10.31681/jetol.916038
Ernest, P. (2010). The scope and limits of critical mathematics education. Critical mathematics education: Past, present and future, (pp. 65-87). Brill.
Freire, P. (2008). Ezilenlerin Pedagojisi. Ayrıntı Yayınları, İstanbul.
Fuson, K. C., Smith, S. T., & Lo Cicero, A. M. (1997). Supporting Latino first graders’ ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28, 738–766.
Gregson, S. (2012). The equity practice of a mathematics teacher in a secondary school committed to college preparation, community connection, and social justice. Yayınlanmamış Doktora Tezi. University of Illinois
Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4, 145-181.
Gutierrez, R. (2000). Advancing African-American, urban youth in mathematics: Unpacking the success of one math department. American Journal of Education, 109(1), 63-111.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics education, 34(1), 37-73.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.
Gutstein, E., Lipman, P., Hernandez, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709-737.
Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the numbers. Rethinking Schools.
Haser, Ç., Doğan, O. & Erhan, G. (2022). Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices. International Journal of Educational Development, 88, https://doi.org/10.1016/j.ijedudev.2021.102536.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.
Lerman, S., & Zevenbergen, R. (2004). The socio-political context of the mathematics classroom: Using Berstein’s theoretical framework to understand classroom communications. P. Valero & R. Zevenbergen (Moderatör.), Researching the sociopolitical dimensions of mathematics education: Issues of power in theory and methodology, (pp. 27-42). Dordrecht, The Netherlands: Kluwer Academic Press.
Lubienski, S., & Stillwell, J. (2003). Teaching low-SES students mathematics through problemsolving: Tough issues, promising strategies and lingering dilemmas. H. Schoen, & R. Charles (Moderatör), Teaching mathematics through problem solving: It’s about learning mathematics, (pp. 227–260). Reston, VA: NCTM.
Mellin-Olsen, S. (1987). The politics of mathematics education. Springer.
Noss, R. (1988). Reviewed Work: The Politics of Mathematics Education by Stieg Mellin-Olsen. Review by: Richard Noss. Educational Studies in Mathematics. 19 (3), 403-411.
Pais, A. (2013). An ideology critique of the use-value of mathematics. Educational Studies in Mathematics, 84(1), 15–34.
Pais, A., & Valero, P. (2012). Researching research: Mathematics education in the political. Educational Studies in Mathematics, 80(1–2), 9–24.
Pais, A. (2014). Economy: The absent centre of mathematics education. ZDM, 46(7), 1085-1093.
Skovsmose, O. (1994a). Towards a critical mathematics education. Educational studies in mathematics, 27(1), 35-57.
Skovsmose, O. (1994b). Towards a Philosophy of Critical Mathematics Education. Springer: Dordrecht.
Skovsmose, O. (1998). Linking mathematics education and democracy: Citizenship, mathematical archaeology, mathemacy and deliberative interaction. ZDM, 30(6), 195-203.
Stephan, M., Register, J., Reinke, L., Robinson, C., Pugalenthi, P., & Pugalee, D. (2021). People use math as a weapon: critical mathematics consciousness in the time of COVID-19. Educational Studies in Mathematics, 108, 513–532. https://doi.org/10.1007/s10649-021-10062-z
Straehler-Pohl, H., Bohlmann, N., & Pais, A. (2016). The Disorder of Mathematics Education: Challenging the sociopolitical dimensions of research. Springer.
Tate, W. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34, 166-172.
Taşkın, P. & Kuru Çetin, S. (2021). Pandemide Eğitimle İlgili Makalelerin Tematik Analizi. Elektronik Sosyal Bilimler Dergisi, 20 (80), 1970-1981. https://doi.org/10.17755/esosder.919955.
Yoon, H., Byerley, C. O., Joshua, S., Moore, K., Park, M. S., Musgrave, S., Valaas, L., & Drimalla, J. (2021). United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data. The Journal of Mathematical Behavior, 62.
Zevenbergen, R. (2001). Mathematics, social class and linguistic capital: an analysis of mathematics classroom interactions. B. Atweh, H. Forgasz, & B. Nebres (Moderatör), Sociocultural research on mathematics education: An international perspective, (pp. 201–215). Mahwah, NJ: Lawrence Erlbaum.
Critical Mathematics Education: Alternatives for Post-Pandemic Mathematics Classroom
The Covid-19 Pandemic can be considered as the first great danger that humanity has faced on a universal scale in the 21st century. One of the important questions this pandemic impose to mathematics educators is that ‘what roles mathematics education can play in order to raise a generation that can survive without losing their humanity in the face of such problems that requires solidarity and struggle on both local and global scales'. The purpose of this study is to discuss the possibilities that mathematics education can offer for humanity facing crises such as pandemic, global warming, war, and migration, in the light of the conceptual framework of 'critical mathematics education' and to offer suggestions for transforming mathematics classrooms in a way that includes resisting these problems. For this purpose, the conceptual framework of critical mathematics education will be explained and an activity model that can be used for a classroom environment suitable for this framework will be presented. Sample activities reflecting this model focused on critical mathematics education will be introduced. Furthermore, suggestions will be offered regarding the research opportunities that critical mathematics education can bring to mathematics education research in Turkey.
Andersson, A. & Barwell, R. (2021). Applying Critical Mathematics Education: An Introduction. Brill, Leiden.
Bakker, A., Cai, J. & Zenger, L. (2021). Future themes of mathematics education research: an international survey before and during the pandemic. Educational Studies in Mathematics, 107, 1-24. https://doi.org/10.1007/s10649-021-10049-w
Bernstein, B. (1990). Class, codes and control, Vol. IV: The structuring of pedagogic discourse. London: Routledge.
Cooper, B. (1998). Using Bernstein and Bourdieu to understand children's difficulties with "realistic" mathematics testing: An exploratory study. International Journal of Qualitative Studies in Education, 11:4, 511-532, doi: 10.1080/095183998236421
Doğan, O. (2012). Upper elementary mathematics curriculum in Turkey: A critical discourse analysis. Yayınlanmamış doktora tezi. ODTÜ, Ankara.
Doğan, O., & Haser, Ç. (2014). Neoliberal and nationalist discourses in Turkish elementary mathematics education. ZDM, 46(7), 1013-1023.
D’Ambrosio U (1985) Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1):44–48.
D’Ambrosio, U. (1990). The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10, 20−23.
D’Ambrosio, U. (2008). Peace, social justice and ethnomathematics., International perspectives on social justice in Mathematics Education, B. Sriraman (Ed.), (37-51). Charlotte, NC: Information Age Publishing.
Elçiçek, M. (2021). Tendencies in Turkey-based academic studies on distance education during the covid-19 pandemic. Journal of Educational Technology and Online Learning, 4 (3), 406-417. doi: 10.31681/jetol.916038
Ernest, P. (2010). The scope and limits of critical mathematics education. Critical mathematics education: Past, present and future, (pp. 65-87). Brill.
Freire, P. (2008). Ezilenlerin Pedagojisi. Ayrıntı Yayınları, İstanbul.
Fuson, K. C., Smith, S. T., & Lo Cicero, A. M. (1997). Supporting Latino first graders’ ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28, 738–766.
Gregson, S. (2012). The equity practice of a mathematics teacher in a secondary school committed to college preparation, community connection, and social justice. Yayınlanmamış Doktora Tezi. University of Illinois
Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4, 145-181.
Gutierrez, R. (2000). Advancing African-American, urban youth in mathematics: Unpacking the success of one math department. American Journal of Education, 109(1), 63-111.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics education, 34(1), 37-73.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.
Gutstein, E., Lipman, P., Hernandez, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709-737.
Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the numbers. Rethinking Schools.
Haser, Ç., Doğan, O. & Erhan, G. (2022). Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices. International Journal of Educational Development, 88, https://doi.org/10.1016/j.ijedudev.2021.102536.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.
Lerman, S., & Zevenbergen, R. (2004). The socio-political context of the mathematics classroom: Using Berstein’s theoretical framework to understand classroom communications. P. Valero & R. Zevenbergen (Moderatör.), Researching the sociopolitical dimensions of mathematics education: Issues of power in theory and methodology, (pp. 27-42). Dordrecht, The Netherlands: Kluwer Academic Press.
Lubienski, S., & Stillwell, J. (2003). Teaching low-SES students mathematics through problemsolving: Tough issues, promising strategies and lingering dilemmas. H. Schoen, & R. Charles (Moderatör), Teaching mathematics through problem solving: It’s about learning mathematics, (pp. 227–260). Reston, VA: NCTM.
Mellin-Olsen, S. (1987). The politics of mathematics education. Springer.
Noss, R. (1988). Reviewed Work: The Politics of Mathematics Education by Stieg Mellin-Olsen. Review by: Richard Noss. Educational Studies in Mathematics. 19 (3), 403-411.
Pais, A. (2013). An ideology critique of the use-value of mathematics. Educational Studies in Mathematics, 84(1), 15–34.
Pais, A., & Valero, P. (2012). Researching research: Mathematics education in the political. Educational Studies in Mathematics, 80(1–2), 9–24.
Pais, A. (2014). Economy: The absent centre of mathematics education. ZDM, 46(7), 1085-1093.
Skovsmose, O. (1994a). Towards a critical mathematics education. Educational studies in mathematics, 27(1), 35-57.
Skovsmose, O. (1994b). Towards a Philosophy of Critical Mathematics Education. Springer: Dordrecht.
Skovsmose, O. (1998). Linking mathematics education and democracy: Citizenship, mathematical archaeology, mathemacy and deliberative interaction. ZDM, 30(6), 195-203.
Stephan, M., Register, J., Reinke, L., Robinson, C., Pugalenthi, P., & Pugalee, D. (2021). People use math as a weapon: critical mathematics consciousness in the time of COVID-19. Educational Studies in Mathematics, 108, 513–532. https://doi.org/10.1007/s10649-021-10062-z
Straehler-Pohl, H., Bohlmann, N., & Pais, A. (2016). The Disorder of Mathematics Education: Challenging the sociopolitical dimensions of research. Springer.
Tate, W. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34, 166-172.
Taşkın, P. & Kuru Çetin, S. (2021). Pandemide Eğitimle İlgili Makalelerin Tematik Analizi. Elektronik Sosyal Bilimler Dergisi, 20 (80), 1970-1981. https://doi.org/10.17755/esosder.919955.
Yoon, H., Byerley, C. O., Joshua, S., Moore, K., Park, M. S., Musgrave, S., Valaas, L., & Drimalla, J. (2021). United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data. The Journal of Mathematical Behavior, 62.
Zevenbergen, R. (2001). Mathematics, social class and linguistic capital: an analysis of mathematics classroom interactions. B. Atweh, H. Forgasz, & B. Nebres (Moderatör), Sociocultural research on mathematics education: An international perspective, (pp. 201–215). Mahwah, NJ: Lawrence Erlbaum.
Dogan, O. (2022). Eleştirel Matematik Eğitimi: Pandemi Sonrası Matematik Sınıfı için Alternatifler. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 321-341. https://doi.org/10.17860/mersinefd.1171289
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