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| Acknowledgements | |
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| Dedication | |
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| Foreword | |
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| An Emergent Social, Cultural, Political Approach: Sketching a theoretical landscape | |
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| Mathematics Education After Apartheid? | |
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| Four Strands of a Social, Cultural, Political Approach | |
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| A critical mathematics education for all | |
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| A "critical ethnomathematics" education | |
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| Dimensions of diversity: a critical perspective in mathematics education through a focus on gender | |
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| A critical perspective in the South African context: People's Mathematics | |
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| Pulling the Theoretical Strands Together Through Educational Practice: The Case of Project Work | |
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| Contextualising This Landscape | |
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| Methodological "Theoretical Tools" for Researching a Social, Cultural, Political Approach | |
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| A Research Journey | |
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| The Actual Current Situation | |
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| Teacher education, student teachers and teaching practice | |
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| School mathematics curricula and reforms | |
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| The Imagined Hypothetical Situation | |
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| Initiating student teachers' hypothetical imagination--during coursework | |
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| Developing student teachers' hypothetical imagination--getting ready for practice | |
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| The Arranged Situation | |
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| In the arranged situation | |
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| After the arranged situation | |
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| Reflections on the Situations | |
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| Potentiality | |
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| Intervention, implementation or imposition | |
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| Connecting the situations | |
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| Transformacy | |
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| Conclusion | |
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| Methodological Challenges and Criteria for Researching a Social, Cultural, Political Approach | |
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| Introduction: Research Paradigms | |
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| A Critical Approach to Research Versus A Critical Approach to Education | |
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| Sources for Developing a Research Methodology for a Critical Perspective in Mathematics Education | |
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| The search inside mathematics education | |
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| The search outside mathematics education | |
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| The Researcher; Research Participants; and the Research Process | |
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| Researcher and the research participants | |
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| Research participants and the research process | |
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| The researcher and the research process | |
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| Is My Research Critical Research? | |
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| Criteria in a Research Methodology for a Critical Perspective in Mathematics Education | |
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| Validity in transformation and in action | |
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| Validity concerns in my research | |
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| Democratic participatory validity | |
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| Generalisability and generativity | |
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| Context in a Research Methodology for a Critical Perspective in Mathematics Education | |
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| Conclusion: Critique Inward and Outward | |
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| Crucial Descriptions: Toward Critique of Theory, Practice and Research | |
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| Introduction | |
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| Crucial Descriptions and Theory-Practice Relations | |
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| Crucial Descriptions and Research | |
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| Transparency | |
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| Transformacy | |
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| Generativity | |
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| Exemplarity | |
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| Conclusion | |
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| Crucial Description of a Social, Cultural, Political Approach: Part I--Sumaiya and the Imagined Hypothetical Situation | |
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| Introduction | |
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| About Sumaiya | |
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| Sumaiya in Her Third Year: Introduction to a New Curriculum Approach | |
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| Sumaiya in Her Fourth Year: Preparing for Teaching Practice | |
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| An imagined hypothetical teacher | |
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| Imagined hypothetical pupils | |
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| Imagined hypothetical project ideas | |
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| Imagined hypothetical project work issues | |
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| Sumaiya in the Actual Current Situation: the School, the Teacher, and the Class | |
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| Crucial Description of a Social, Cultural, Political Approach: Part 2--Sumaiya and the Arranged Situation | |
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| Introduction | |
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| Project Work Begins | |
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| Reflections of Day 3: Project work issues | |
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| Reflections of Day 3: Group work issues | |
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| Reflections of Day 3: Teaching and learning mathematics issues | |
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| Group 1: Time Spent After School | |
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| Reflections on Group 1: Group work issues | |
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| Reflections on Group 1: Project work issues | |
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| Reflections on Group 1: Teaching and learning mathematics issues | |
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| Group 2: Developing a Mathematics Newsletter | |
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| Reflections on Group 2: Group work issues | |
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| Reflection on Group 2: Project work and mathematics teaching and learning issues | |
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| Group 4: The Sports Survey | |
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| Reflection on Group 4: Group work issues | |
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| Reflection on Group 4: Project work and mathematics teaching and learning issues | |
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| Groups 3 and 5: Money Spent on My Education | |
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| Group 3: Money spent on my education | |
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| Group 5: Money spent on my education | |
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| Reflections on Group 3 and 5: Group work issues | |
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| Reflections on Group 3 and Group 5: Project work issues | |
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| Reflections on Group 3 and Group 5: Mathematics teaching and learning issues | |
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| From Description to Themes | |
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| Introduction | |
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| Structure and Freedom | |
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| Authority and Democracy | |
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| Mathematics and Context | |
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| Differentiation and Equity | |
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| Actuality and Potentiality | |
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| From Themes to Theoretical Landscape | |
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| Introduction | |
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| Complementarity | |
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| Freedom and Structure | |
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| Democracy and Authority | |
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| Context and Mathematics | |
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| Equity and Differentiation | |
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| Potentiality and Actuality | |
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| A Pedagogy of Conflict and Dialogue | |
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| Introduction | |
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| Pedagogy, Theory and Practice | |
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| Conflict in a Mathematics Pedagogy | |
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| Dialogue in a Mathematics Pedagogy | |
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| Complementarity in a Pedagogy of Conflict and Dialogue | |
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| Strengths and Weaknesses; Limitations and Dreams | |
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| References | |
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| Index | |
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| Appendices | |
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| Group 1: Time Spent After School | |
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| Group 2: Developing a Newsletter | |
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| Group 3: Money Spent on My Education | |
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| Group 4: The Sports Survey | |
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| Group 5: Money Spent on My Education | |