Reimagining Mathematics and Critical Literacy in Contemporary Education EDU4032

Introduction

This paper reveals that Mathematics is received in different ways based on the historical, educational, and philosophical practices for it is applied in many areas of life and in science. Such impressions have deep-seated effects on both the educational approaches to the teaching of mathematics and the utilization of mathematics in society. This review critically examines two prominent perceptions of mathematics: the traditional one that is concentrated on numbers and calculations, and the new one that is oriented on the freedom of movement. As will be discussed by analyzing these views, implications for practice and education shall also be elaborated, and the authors shall state why certain definitions may best fit the modern worlds.

Section 1: Some Views on Distinctions between Mathematics

Mathematics as Numeracy and Calculation

Mathematics has traditionally been conceived mostly as an area of added subject dealing with quantity and computation. This perception focuses on the operations involving numbers, calculation, and other formal methods of solving a problem. Mathematics in this view is viewed as a set of fixed rules and equations to be used in solving particular problems (Bowden, 2005).

Implications:

• Educational Focus: This perspective fits well to the educational approach that encourages students to memorize and produce proper procedures with little thinking. Pupils are instructed into calculation skills and formulas and the doing of the latter is usually done with speed and precision and not with adequate concentration on understanding. For instance, students may be forced to memorize multiplication facts, or sequences of steps for solving quadratic equations without ever being shown how and why those techniques can be comprehensively justified, or how they fit into the overall picture of math.

• Limitations: The result, therefore, is that as technology improves or becomes more sophisticated especially with the development of computers and calculators, the extent to which this approach is useful becomes questionable. Its major drawback according to the critics is their negation of the learners higher order thinking and problem-solving skills, which are important in contemporary tasks. This view is fixed and does not equip students to handle the dynamic problems that will be facing them in practice (MATHER, 2007).

However, this view might unwittingly reinforce a misconception, that mathematics is closed and unchanging, therefore intimidating to problem-solvers with a good grasp of concepts, but poor in procedural ways. This kind of approach can also cause negative outcomes such as extreme memorization can lead to reduced motivation for learning mathematics, and as students may fail to see the practical use of such studies (Engelbrecht, 2003).

The formal approach to the teaching of mathematics as numbers and numerical calculations has brought a solid ground of learning in the subject, but the implications of this approach are even more conspicuous in the current development of technology enhanced learning environment. The importance of education being more dynamic and conceptual in the subject of math becomes more important since computers can perform routine calculations. This traditional approach is increasingly regarded as inadequate for dealing with the modern mathematical problems and the general utilization of mathematical reasoning in any sphere of human activity (Gardiner, 2003).

Towards an Educational Conception of Mathematics as a Dynamic, Exploratory Activity

Another approach is more dynamic and explorative one, which does not suppose that mathematics is a fixed collection of facts and formulas, but rather an alive science created by people who think, solve problems, and explore, and so mathematics is also a result of peoples creative activity. This view is to embrace mathematics, as seeing mathematics no longer as a domain of fixed truths, but as a resource for meaning making, and using them to navigate and make sense of the world in a creative way. It is understood mathematically as an activity that involves more discovery, problem-solving, and reinterpretation than it does calculation and rote learning.

According to this point of view, students should be given a curriculum that enhances their higher order thinking skills and the ability to solve real life problems. In practice, this implies the necessity to explain the strategies of inquiry-based learning to the students, the need for the students to seek the ways to solve a particular task on their own, and the focus on creation of the individual understanding of the necessary mathematical concepts. For instance, whilst a teacher might simply explain equations to a learner and then solve them, the curriculum might consist of providing learners with complicated contextualized problems and leave the students to come up with the methods of solving them and support their arguments. This strategy is hoped to foster degree of critical and creative thinking as well as flexibility to face the challenge in the real world (Gravemeijer K. S., 2017).

Ideally, in a world where many mundane errands are being handled by smart machines, the holist, dynamic and self-organizing methodology nurtures skills that are highly sought after in a job market problem solving, thinking and creativity. According to Burghes & Hunter (2021), this conception corresponds most accurately to the requirement of contemporary professions, in which demonstrating competence in solving fuzzy problems becomes an inalienable task. According to Gravemeijer et al. (2017), the emphasis was placed on creative and investigational characteristics of mathematics also enables the student to use mathematical skills to tackle existing social problems including environmental or social sensitive issues, in unique and creative ways (Gravemeijer K. e., 2017).

Applying dynamic perspective of mathematics has been seen to be more useful and practical than the traditional view as it relates to current technological change as well as current societal issues. In this light, by focusing on creativity and problem-solving, this view is right to equip the student with necessary skills that fit present life and careers. However, the application of this approach demands changes in the teaching strategies and curriculum development which might not be easily adoptable in traditional system of education. However, when marshaling this approach, it seems important to recall the more fundamental ways of educating, to offer a comprehensive education in mathematics.

Conclusion

Mathematics for a long time has been defined and seen as the numerical and calculations but has proved to be quite limited in meeting the modern societys needs. Whereas with the increased use of computational means the static, numerically oriented perspective stands in the focus, there is a call for a more complex, dynamic vision of mathematics. The dynamic perspective, which focuses on artistic form, creativity and problem-solving, as well as practical applications correlates with and educational and career demands of the present age. It does not only equip them for complexity and adaptiveness, but it also makes students more involved in the learning process. Therefore, there is a greater applicability of the dynamic exploratory approach to the learners needs and the nature of future work environments.

Critical Literacy: Analysis, Distinctions, Rationale, and Implications

Understanding Critical Literacy

Critical literacy as a concept is not just a simple extension of extensive definition of literacy education as involving a learning ability that entails reading, writing, and understanding. This is because it works with them and through them in ways that are critical of the power relations, discursive formations, and normativitys that organize and condition texts and contexts. While conventional literacy presupposes that knowledge can be depoliticized and normalized, critical literacy does likewise for the concepts and viewpoints to be adopted because of learning. Its purpose is to reveal how power and knowledge can reproduce specific economic, political, and social agendas and challenge people to reflect on their own forms of knowledge and the world they live in (Anderson, 1993).

Critical Literacy and Literacy are not entirely different for they share some features as shall be pointed in this paper-

Literate metaphor on the other hand is anchored no on traditional literacy, which deals with the ability to read and write. It encompasses language comprehension and generation, with limited concern about what is stated, from a contextualizing perspective. Also, critical literacy can be seen as a deeper process than the one mentioned above. It demands the critical thinking that goes beyond confronting the power relations that are inscribed in texts and language. This contrasts with the current perspective whereby literacy is considered as a means to enable one to comprehend power relations in society and transform them if necessary (Anyon, 1998).

Critical literacy also focuses on the structure and meaning of knowledge and how power relations define knowledge. Critique also targets how texts and language represent power and power dynamics with the intention of awakening peoples critical skills to analyzing and questioning such elements. Unlike the earlier form of literacy that might be aimed at interpreting separate texts, critical literacy always poses questions in relation to socio-political context and helps readers think where profit from such representations is going, and whose voices are absent (Berlin, 1987).

Rationale for Critical Literacy

For this reason, there is appreciation of critical literacy because of its ability to enable people to work against wrongs in society. Literacy as defined in its conventional sense does not prepare people on how to engage and transform attending and sometimes perpetuating injustice and oppression in society today. However, critical literacy is the ability to reason and analyze to challenge the conformity and producing changes for the better (Street, 1984).

In education, we can also use this tool to help students view not just knowledge but how language about that knowledge (and words themselves) are being used in support of or opposition with societal norms. This method teaches them to consider viewpoints and subjects that are out of their range, resulting in a more holistic avenue of thought through emphasizing an inclusive approach while creating empathy towards the world. Carleton University is committed to the provision of a learning experience that weaves foundational knowledge with societal and political engagement, bringing forth informed and engaged citizens touching on social issues (Kretovics, 1985).

Critical Literacy Practices

There are some key aspects related to critical literacy while implementing it in educational setups. First, it requires moving curriculum design. Instead of focusing solely on dispensing content, educators should be incorporating critical perspectives that grapple with the lived experiences and power dynamics enveloping all topic students encounter. This means designing learning experiences that motivate inquisitive inquiry of the socio-political contexts and implications behind, if not many topics or texts (Luke, 2012).

For starters, teacher training must reflect this critical literacy. Part of that means being willing to use new literacy approaches, which includes understanding they are both social justice oriented and also concerned about power more specifically how knowledge, as mediated by language itself (which we want our scholars developing) dovetails into the dynamics of society. Teachers should have developed strategies for engaging students critically and helping student develop their analytical abilities (Brandt, 1998).

In addition to these factors, critical literacy is also a way for students be able to critically examine and push back against social inequalities. You may encourage students to critically engage with dominant narratives and other perspectives, towards a more complex and inclusive education. This may contribute to enhancing students' engagement and their social justice values, as well as in democratic participation (Shor, 1999).

Conclusion

Critical Literacy is a vast departure from traditional and contemporary forms of literacy, providing an educational system that connects knowledge to power, while considering the need for social justice. In response to and through continued engagement with texts and contexts that examine, critique, scrutinize power schemas; critical literacy fosters the ability of human beings not only to address societal disparities but also mitigates at core-levels perpetuating structures which are currently leading to social injustices in real world trends. This demands a way to redesign curriculum, impact teacher preparation and educational practices which can help in creating inclusive and equitable learning outcomes. The practice of critical literacy enables students to learn and encourages them eventually, all citizens in a democracy to think theologically or critically about themselves as global beings; creating a collective good that combats widespread complacency with current injustices.

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