Integrating Critical Mathematics Pedagogy into Social Work Education: A Democratic Perspective

Abstract

This paper discusses the integration of Critical Mathematics Pedagogy into social work education to enhance critical thinking, problem-solving, and democratic engagement in the fight against systemic social injustices. Rooted in Paulo Freire's ideas of critical pedagogy, CMP challenges traditional approaches to education by encouraging critical consciousness and socio-political engagement. The methods included a combination of grounded theory, qualitative interviews, and quantitative surveys, drawing on data from students in social work and 14-year-old children from all walks of life. Thematic analysis and structural equation modelling were used in the study to investigate the extent to which CMP influences students' critical thinking, social awareness, and problem-solving regarding social work. Results and findings reveal significant improvements in students’ critical thinking and analytical abilities after CMP exposure, alongside heightened awareness of systemic social inequalities and democratic problem-solving skills. CMP emerged as a means to challenge preconceptions and promote inclusiveness. The study emphasizes integrating CMP into social work curricula and provides actionable recommendations for educators and policymakers, such as curriculum redesign and professional development. By intertwining mathematics, critical consciousness, and social justice, CMP demonstrates transformative potential in equipping future social workers to address contemporary societal challenges effectively