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Critical mathematics pedagogy is an approach to mathematics education that includes a practical and philosophical commitment to liberation. [1] Approaches that involve critical mathematics pedagogy give special attention to the social, political, cultural and economic contexts of oppression, as they can be understood through mathematics. [2]
All 50 states have social studies standards which include civics and government. 39 states require at least one course in government/civics. [note 1] 21 states require a state-mandated social studies test which is a decrease from 2001 (34 states). 8 states require students to take a state-mandated government/civics test.
The 2006 NCTM Curriculum Focal Points have also been influential for its recommendations of the most important mathematical topics for each grade level through grade 8. However, some states have either abandoned, or never adopted, the Common Core standards, but instead instituted their own.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Macro-politics is generally considered to exist outside the school, but researchers have noted that micro- and macro-politics may exist at any level of school systems depending on circumstance. [2] There exist significant difference between "Politics of Education" and "Politics in Education".
In U.S. politics, in the context of urban planning, the term civics comprehends the city politics that affect the political decisions of the citizenry of a city. Civic education is the study of the theoretical, political, and practical aspects of citizenship manifest as political rights, civil rights , and legal obligations. [ 2 ]