A critical exploration of developmental mathematics students' conceptions of the role of mathematics in society.

Abstract

Analysis of the data was based primarily upon Skovsmose' theory of critical mathematics education and Mezirow's theory of perspective transformation. Two major divisions in the findings were developed. These two divisions represented a deconstruction of traditional authority structures and of the uses of mathematics. First, most participants questioned the inclusion of "academic" mathematics in the required curriculum for non-mathematical degrees, seeing it as more of a barrier than a benefit. The questioning process was explored both from the standpoint of distorted beliefs or perspectives and from the standpoint of intentionality in the learning process. Second, in an effort to spur a deeper critique of the role of mathematics, the study utilized "scene-setting, " or a scenario in which mathematics was used in an unconventional way. Within the group interview setting, participants wrestled with a use of mathematics that was no longer objective and value-neutral.

This study explored with seven developmental mathematics students their conceptions of the role mathematics plays in society. Approached from a critical, qualitative standpoint, the participants of the study were asked to recount their mathematical autobiographies and to critically assess the role mathematics has played in their lives. The participants were further asked to assess how mathematics is used in society in general.

The setting for the study was a small, rural community college in a southwestern state. Methods of data collection included three individual interviews, a group interview, and journal writing. The data were collected over a four-month period during a Fall semester in which these students were enrolled in either Beginning or Intermediate Algebra.

The participants began the study with a limited view of the role of mathematics in society and ended much the same way. Concluding statements made by the participants, though, indicated that the critical process had a spiral effect rather than a circular one, thus creating the potential for future growth. The questioning process illuminated ethical issues underlying the use of mathematics and reactions to those issues by the participants. Implications of the study include the need for more opportunities for students to explore ethical issues related to mathematics and its uses.