Social open-ended questions and critical thinking

Introduction

In the midst of the unprecedented COVID-19 crisis, math education in Japan is also hitting a tipping point. Although mathematical solutions can be calculated to predict the number of coronavirus cases, matters such as state of emergency declarations are social issues that cannot be solved by mathematical solutions alone. Such “questions which can be asked of science and yet which cannot be answered by science” (Weinberg, 1972) are called trans-scientific questions. There, it is necessary to nurture the ability to coordinate mutual interests and to make decisions socially and mathematically. In other words, for shifting from a society seeking one and only solution to a society seeking the optimal solution. Skovsmose’s Towards a Philosophy of Critical Mathematics Education (1994) aims to develop a deep understanding of fair social situations and to nurture critical citizens through mathematics. Meanwhile, the absence of a coherent curriculum (Brantlinger, 2013) is noted as an issue. Our research is challenging in the sense that it envisions a paradigm shift of math education in Japan by constructing a model curriculum of Japanese-style critical mathematics education that harmonizes the philosophy of critical mathematics education with Japanese teaching culture. This website has been established with the aim of serving as a platform for our research team and as an opportunity to inspire a wider range of research, as well as summarizing our research outcomes to date.