Working with primary teachers in England on mathematics teaching for citizenship: critical and philosophical approaches.

In mathematics education research to date, there has been limited focus on the potential of philosophical frameworks to engage teachers in critical explorations of their teaching of mathematics. In this chapter, we examine the potential of such philosophical approaches in schools in England, considering affordances and limitations in relation to teachers' learning with respect to mathematics learning and teaching for social justice. These environments are places where controlling judgements on teacher performance are rife. The chapter springs out of an attempt to support teachers to engage critically with mathematics learning and teaching in schools through the vehicle of a European project, PiCaM (Project in Citizenship and Mathematics) which aimed to address issues of citizenship and globalisation through the teaching of mathematics. Through the development of curriculum resources for 10- to 12-year-olds and their teachers, it sought to contribute to combating discrimination, segregation, and racism, validating the cultural history, and supporting the education of all, including disadvantaged groups and migrant children. The project materials are founded upon inclusive, participatory, and innovative pedagogies with the novel inclusion of philosophical approaches to learning mathematics. Here we consider the impact of PiCaM on participating teachers and student teachers, using philosophical approaches ourselves to reflect critically on our work.