What are the affordances and limitations of the philosophy for Children (P4C) pedagogy for teaching and learning mathematics?

The increased emphasis on pupils' reasoning capabilities in primary mathematics foregrounds conceptual understanding and associated skills and dispositions (such as critical thinking, conjecturing, evaluating and evidencing). In the absence of pedagogical approaches to support this curriculum change, P4C offers an approach that can enable teachers to support pupils' reasoning and conceptual understanding. In this workshop, we reflected on the use of the P4C pedagogy in the Project for Citizenship and Mathematics (PiCaM), a European Erasmus project in global citizenship and mathematics education. In particular, we explored the affordances and limitations of the P4C pedagogy in addressing global learning and mathematics education that also reflects ongoing debates within the P4C community and raised questions about the extent to which it may support either a neo-liberal interpretation of citizenship and global competence and / or a critical citizenship linked to affirmative politics. We considered the implications of this approach for social justice.