We welcome you to the July discussion held online on 24th July, 4.30pm-6pm.
Discussion: Pedagogical Pragmatism in Practice: Navigating the False Dichotomies in Mathematics Education – Amie Albrecht, University of South Australia
Mathematics education is increasingly caught in false dichotomies, with explicit instruction positioned as the ‘evidence-based’ solution while inquiry approaches are dismissed as ideologically driven. This polarised discourse encourages what I term pedagogical puritanism—rigid adherence to single approaches regardless of context. Yet policy directives are positioning teachers as implementers rather than professionals exercising contextual judgement. This presentation shares findings from a recent survey exploring how Australian mathematics teachers navigate the current landscape of pedagogical prescription. The research investigates whether teachers adopt the binary thinking promoted in policy debates, or whether they develop alternative approaches to managing competing pedagogical demands.
Amie Albrecht is Professor of Mathematics Education at the University of South Australia. She teaches secondary mathematics curriculum courses to pre-service teachers, with interests in authentic mathematical practices in curriculum and pedagogy, and supporting teacher development through professional learning and reflexive practice. Previously a mathematician for twenty years, Amie brings a dual perspective to her work in teacher education. Amie led the development of the Australian Association of Mathematics Teachers’ position paper on mathematics pedagogy, advocating for flexible, contextually responsive practice. Her current work examines how teachers navigate competing pedagogical demands and policy pressures in mathematics education. She connects with educators globally through her blog (amiealbrecht.com) and social media (@nomadpenguin and @nomad_penguin) and presents widely on pedagogical practices in mathematics).
Posted Aug 10, 2026
Online