How the 'madness' of method affects engagement and equity: a Poststructuralist analysis

Abstract

In this paper I attempt to show how humanist assumptions about 'relevance and learner autonomy' in mathematics methods can result in teaching and learning interactions that preclude high levels of intellectual engagement and equitable participation. As well, teachers' and researchers' a-critical acceptance of method can lead to maintenance of the status quo, as attention is diverted away from quality and equity in teaching and learning interactions, towards defining and redesigning instructional protocols. A poststructuralist analysis does not allow a mind/body dualism or split in learning; whenever and however the mind is engaged so too is the body, and a pressing problem in mathematics education is that far too many bodies are walking away (Devlin, 2000; Forman & Sheen, 2000).