1: An Emergent Social, Cultural, Political Approach: Sketching A Theoretical Landscape.- 1. Mathematics Education After Apartheid ?.- 2. Four Strands Of A Social, Cultural, Political Approach.- 3. Pulling The Theoretical Strands Together Through Educational Practice: The Case Of Project Work.- 4. Contextualising This Landscape.- 2: Methodological “Theoretical Tools” For Researching A Social, Cultural, Political Approach.- 1. A Research Journey.- 2. The Actual Current Situation.- 3. The Imagined Hypothetical Situation.- 4. The Arranged Situation.- 5. Reflections On The Situations.- 6. Conclusion.- 3: Methodological Challenges And Criteria For Researching A Social, Cultural, Political Approach.- 1. Introduction: Research Paradigms.- 2. A Critical Approach To Research Versus A Critical Approach To Education.- 3. Sources For Developing A Research Methodology For A Critical Perspective In Mathematics Education.- 4. The Researcher; Research Participants; And The Research Process.- 5. Is My Research Critical Research?.- 6. Criteria In A Research Methodology For A Critical Perspective In Mathematics Education.- 7. Context In A Research Methodology For A Critical Perspective In Mathematics Education.- 8. Conclusion: Critique Inward And Outward.- 4: Crucial Descriptions: Toward Critique Of Theory, Practice And Research.- 1. Introduction.- 2. Crucial Descriptions And Theory-Practice Relations.- 3. Crucial Descriptions And Research.- 4. Conclusion.- 5: Crucial Description Of A Social, Cultural, Political Approach: Part I — Sumaiya And The Imagined Hypothetical Situation.- 1. Introduction.- 2. About Sumaiya.- 3. Sumaiya In Her Third Year: Introduction To A New Curriculum Approach.- 4. Sumaiya In Her Fourth Year: Preparing For Teaching Practice.- 5. Sumaiya In The ActualCurrent Situation: The School, The Teacher, And The Class.- 6: Crucial Description Of A Social, Cultural, Political Approach: Part 2 — Sumaiya And The Arranged Situation.- 1. Introduction.- 2. Project Work Begins.- 3. Group 1: Time Spent After School.- 4. Group 2: Developing A Mathematics Newsletter.- 5. Group 4: The Sports Survey.- 6. Groups 3 And 5: Money Spent On My Education.- 7: From Description To Themes.- 1. Introduction.- 2. Structure And Freedom.- 3. Authority And Democracy.- 4. Mathematics And Context.- 5. Differentiation And Equity.- 6. Actuality And Potentiality.- 8: From Themes To Theoretical Landscape.- 1. Introduction.- 2. Complementarity.- 3. Freedom And Structure.- 4. Democracy And Authority.- 5. Context And Mathematics.- 6. Equity And Differentiation.- 7. Potentiality And Actuality.- 9: A Pedagogy Of Conflict And Dialogue.- 1. Introduction.- 2. Pedagogy, Theory And Practice.- 3. Conflict In A Mathematics Pedagogy.- 4. Dialogue In A Mathematics Pedagogy.- 5. Complementarity In A Pedagogy Of Conflict And Dialogue.- 6. Strengths And Weaknesses; Limitations And Dreams.- References.- Appendices.- Appendix A — Group 1: Time Spent After School.- Appendix B — Group 2: Developing A Newsletter.- Appendix C — Group 3: Money Spent On My Education.- Appendix D — Group 4: The Sports Survey.- Appendix E — Group 5: Money Spent On My Education.
