In Search of a Pedagogy of Conflict and Dialogue for Mathematics Education

Acknowledgements. Dedication. Foreword. 1: An emergent social, cultural, political approach: sketching a theoretical landscape. 1. Mathematics education after Apartheid? 2. Four strands of a social, cultural, political approach. 3. Pulling the theoretical strands together through educational practice: the case of project work. 4. Contextualizing this landscape. 2: Methodological 'theoretical tools' for researching a social, cultural, political approach. 1. A research journey. 2. The actual current situation. 3. The imagined hypothetical situation. 4. The arranged situation. 5. Reflections on the situations. 6. Conclusion. 3: Methodological challenges and criteria for researching a social, cultural, political approach. 1. Introduction: research paradigms. 2. A critical approach to research versus a critical approach to education. 3. Sources for developing a research methodology for a critical perspective in mathematics education. 4. The researcher: research participants and the research process. 5. Is my research critical research? 6. Criteria in a research methodology for a critical perspective in mathematics education. 7. Context in a research methodology for a critical perspective in mathematics education. 8. Conclusion: critique inward and outward. 4: Crucial descriptions: toward critique of theory, practice and research. 1. Introduction. 2. Crucial descriptions and theory-practice relations. 3. Crucial descriptions and research. 4. Conclusion. 5: Crucial description of a social, cultural, political approach: Part 1: Sumaiya and the imagined hypothetical situation. 1. Introduction. 2. About Sumaiya. 3. Sumaiya in her third year: introduction to a new curriculum approach. 4. Sumaiya in her fourth year: preparing for teaching practice. 5. Sumaiya in the actual current situation: the school, the teacher, and the class. 6: Crucial description of a social, cultural, political approach: Part 2: Sumaiya and the arranged situation. 1. Introduction. 2. Project work begins. 3. Group 1: time spent after school. 4. Group 2: developing a mathematics newsletter. 5. Group 4: the sports survey. 6. Groups 3 and 5: money spent on my education. 7: From description to themes. 1. Introduction. 2. Structure and freedom. 3. Authority and democracy. 4. Mathematics and context. 5. Differentiation and equity. 6. Actuality and potentiality. 8: From themes to theoretical landscape. 1. Introduction. 2. Complementarity. 3. Freedom and structure. 4. Democracy and authority. 5. Context and mathematics. 6. Equity and differentiation. 7. Potentiality and actuality. 9: A pedagogy of conflict and dialogue. 1. Introduction. 2. Pedagogy, theory and practice. 3. Conflict in a mathematics pedagogy. 4. Dialogue in a mathematics pedagogy. 5. Complementarity in a pedagogy of conflict and dialogue.