Learning mathematics is often justified as supporting students to make rational decisions, an important goal given the misinformation spread through social media every day. However, when asking preservice teachers to engage in a critical mathematics education activity in which they had to produce an argumentation that would persuade people to…

In this article and part 2, the author focuses on how an individual appropriates notions from the socially-sanctioned body of knowledge called mathematics. Specifically, the author is concerned with how students, to a greater or lesser extent, internalise mathematical ideas that exist in the social world (on the chalkboard, in textbooks, in the…