Reflection on Mathematics Classroom Discourse: The Perspective of Critical Pedagogy

Abstract

A close attention has been paid to classroom discourse by researchers and teachers in the recent years. However, scanty research is conducted on the reflection of the mathematics classroom discourse from the perspective of critical pedagogy. Such angle will be adopted in this paper to address the research gap. The reflection on the mathematics classroom discourse is made by presenting the interactive discourse as an expectation of mathematics classroom teaching and by indicating the exclusive discourse and its costs with recourse to commenting the dominant mathematics classroom teaching. The presentation of interactive discourse and the indication of exclusive discourse are not about to offer a solution to dominant discourse but trigger the further consideration into the discourse in mathematics classroom.