School Mathematics as Institutionalized Knowledge: A Critical Analysis of Instructional Practices
DOI:
https://doi.org/10.62872/0br96q63Keywords:
School Mathematics, Institutionalized Knowledge, Instructional Practices, Critical Pedagogy, Mathematics Education ReformAbstract
School mathematics is increasingly recognized as an institutionalized form of knowledge shaped by policy discourse, teacher beliefs, cultural traditions, and classroom practices rather than a neutral body of content. This study aims to critically examine how instructional practices reproduce or challenge the dominant institutional structure of school mathematics and to explore pathways for transformative reform. Employing a qualitative systematic literature review design, this research analyzed 30 peer-reviewed studies published between 2020 and 2025. Data were collected through structured document analysis and synthesized using thematic content analysis. The findings reveal that prevailing instructional models continue to privilege procedural efficiency, examination performance, and rigid curricular sequencing, often marginalizing critical reasoning, creativity, and contextual relevance. However, cognitively activating instruction, problem-based learning, ethnomathematical integration, and critical pedagogical approaches demonstrate strong potential to enhance student agency, conceptual understanding, and social relevance. The study concludes that sustainable transformation of school mathematics requires systemic alignment among educational policy, teacher professional development, instructional practice, and cultural context
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