Part III

Critique and Dialogue

CHAPTER 11
Critique of Mathematics
In this chapter, the author argues that criticism of mathematics is important, even
though it faces a number of obstacles, including views that consider mathematics to be
something noble and holy. The glorification of mathematics makes it difficult to criticize,
especially since it is seen as a harmless and innocent activity. Nonetheless, the authors
highlight that mathematics is dynamic and continues to change over time in concepts,
evidence, cultural influences, applications, and power relations. This understanding is the
basis for the author to encourage criticism of mathematics, emphasizing that criticism is not
only about identifying weaknesses, but also recognizing strengths and useful applications.
The text also highlights the relationship of mathematics to religion and philosophy and how
mathematics can be used in the context of capitalism to optimize production and decision-
making processes. However, the authors argue that mathematics can also be used as a tool to
identify and challenge social injustice. In this way, the author conveys the idea that
mathematics should not be viewed as something static and unchangeable, but rather as a
human construct that can be evaluated and reformed. In conclusion, criticism of mathematics
is necessary to avoid absolute views and open space for a more nuanced understanding of the
strengths and limitations of this discipline.
CHAPTER 12
Critique of Critique
This chapter examines various approaches to criticism, with a focus on methodology,
hammering, and dialogue. In the Criticism as Methodology section, this text explores how
figures such as Descartes, Kant, and Marx were involved in systematic and methodological
forms of criticism in the era of modernity. This highlights Descartes's methodological doubts,
Kant's critique of pure reason, and Marx's critique of political economy. The section
Criticism as Shaming explores Nietzsche's radical post-modern critique, in which he
challenges modern views of truth, knowledge, science, progress, democracy, and social
justice, regarding these as idols that must be destroyed. Finally, in the section Criticism as
Dialogue, the text suggests adopting a different approach to critical mathematics education,
proposing dialogue as a form of criticism. Based on the work of Bohm and Freire, the text
emphasizes that dialogue is a collective, transformative, and political process, distinguishing
it from anti-dialogic action. The author sees criticism and dialogue as interconnected, both
tentative expressions of uncertainty, recognizing the complexity and one-sidedness inherent
in the critical enterprise.
CHAPTER 13
Initial Formulations of Critical Mathematic Education
Chapter 13 provides a comprehensive historical and theoretical examination of critical
mathematics education, tracing its roots to the works of Adorno and Freire. This narrative
successfully integrates the political and educational landscapes, highlighting the role of
education in the face of oppression, especially by presenting the contrast between progressive
education in the Weimar Republic and its abandonment in the aftermath of World War II.
Although a rich exploration of critical education is presented, there is a need for a clearer
delineation of the concept of “critical mathematics education.” Accordingly, a balance
between detail and brevity, inclusion of global perspectives, and integration of diverse voices
will enhance the accessibility and relevance of this chapter. Overall, this chapter successfully
builds a foundation for understanding the evolution of critical mathematics education in a
socio-political context. Next, this chapter explores the intersection between critical education,
sociological imagination, and exemplary learning, especially in the context of critical
mathematics education. The explanation of the historical development of the sociological
imagination and the concept of exemplary learning, introduced by Wagenschein, is well
done. The author successfully connects these ideas by applying Negt's sociological
imagination and exemplary learning to workers' education. The discussion extends to Freire's
generative themes, with an emphasis on the integration of these concepts in critical
mathematics education. The narrative then turns to the socio-political landscape of Brazil,
referring to Zweig's historical perspective, and highlighting the existence of the critical
education movement in Brazil, including the projects of the Épura research group. The
chapter concludes with a comprehensive overview of Brazil's contribution to critical
mathematics education, highlighting its diverse applications, such as addressing social
inequalities, inclusive education, and engaging senior students. Overall, this text successfully
combines historical context, theoretical framework, and contemporary applications, providing
an in-depth exploration of critical mathematics education and its potential impact on social
justice.
CHAPTER 14
A Dialogic Theory of Learning Mathematics
Chapter 14 proposes a “dialogic theory” in mathematics learning, changing the focus from an
individual-centered view to an emphasis on social interactions in the learning process. This
chapter challenges traditional educational research paradigms by introducing a perspective
that goes beyond positivism, emphasizing that theories must not only describe current
learning environments but also inspire alternative learning. Discussions of dialogue and
criticism explore specific dialogic acts, highlighting their role in fostering constructive
criticism and critical thinking. The concept of “learning interactions” is introduced, defining
learning as a social enterprise involving interactions between students, teachers, and
resources. Overall, this chapter advocates a more socially engaged and imaginative approach
to mathematics education, highlighting the importance of dialogue, critique, and active
listening in the learning process. In conclusion, this discussion emphasizes the perspective of
learning as a dynamic construction of knowledge, challenging the idea of homogeneous
accumulation. The metaphor of knowledge as a patchwork, composed of diverse parts,
highlights its local, provisional, and sometimes erroneous nature. The concept of positioning
is recognized as a key process in learning, highlighting the importance of connecting new
information with existing knowledge. The interactions between community knowledge,
classical knowledge, and critical knowledge are explored, emphasizing their relevance in
mathematics education. Foregrounding was identified as an important aspect, involving the
recognition and construction of possibilities, as well as the deconstruction of perceived
limitations. Externalization, through activities outside the personal learning process, is
presented as a collective and dialogic process important for motivation. The role of doubt is
reframed as an integral part of the learning process, encouraging critical knowledge
construction. Although the learning interactions discussed may not be traditional theory, they
form the basis for a dialogic theory of mathematics learning, which not only describes
classroom activities but also conceptualizes new educational possibilities.