AbstractThis paper briefly examines the social, political, and educational milieu of those who are "outsiders" inside traditional US higher education. We discuss the ideology undergirding various approaches to mathematics education. Here the focus is on responding to the intellectual and affective conditions of non-traditional students and their need to examine critically and act on their milieu. This pedagogical approach aims to prefigure and support transformation of the U.S. society.
SubjectsMathematics--Study and teaching, Ethnomathematics, Nontraditional college students
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