Becoming critical mathematics educators through action research

This study investigated mathematics teaching in a non-formal adult literacy program that proposes to use Paulo Freire's ‘liberation’ pedagogy. Using the methodology of critical action research, the study involved practitioners in the literacy program in self-reflection about their practice in mathematics education and about how Freire's pedagogy can be applied to the teaching of mathematics. Using cyclic alternations of reflection and action as a strategy for the improvement of both practice and theoretical understanding, participants in the study negotiated and implemented alternative practices for the program's teacher preparation course. This was done both as a tentative contribution to the improvement of the course and as an opportunity for further reflection on the mathematics education practice.