CRITICAL MATHEMATICAL LITERACY AS DISCOURSE AND PRACTICE- STUDENTS DISCUSSING CLIMATE CHANGE AND TEMPERATURE PROGNOSES.
- Resource Type
- Article
- Authors
- Gøtze, Peter,
- Source
- Philosophy of Mathematics Education Journal; Aug2021, Issue 37, p1-36, 36p
- Subject
- Critical literacy
Discourse analysis
Discourse
Climate change
Prognosis
Temperature
- Language
- ISSN
- 14652978
This article is a theoretical and empirical study of how critical mathematical literacy (CML) operates as a critical mathematical discourse (CMD) in socio-political discussions informed by mathematics. An analytical framework is developed based on a critical discursive reading of Eric Gutstein’s framework for CML-development. The developed framework describes peoples’ CMD in discussions as unfolding through personal and social dialectical relationships between personal-, mathematics textual- and conversational discourses. The framework is used to study a student group’s discussion of temperature prognosis and climate change. The students make prognosis-based readings of climate change issues but also express a disempowerment commonly found in public climate change discourses. The analysis identifies links between such a disempowerment and aspects of mathematics textual- and personal discourses. [ABSTRACT FROM AUTHOR]