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There exists much anecdotal evidence to show that W~hin thecommunity ofmalhematicians and mathe· i stening to students is important in improving their a-matics educators who identify w~h the term, 'humanistic titudes toward mathematics along w~h their performance. mathematics,' an agreement on ~s meaning is still under Reflecting on the effectiveness ofinstructional programs negotiation. However, discussions in the community targeted at special groups of students, Lax (1988) sug. have been skewed toward improving the teaching and gested that, independent ofthe population ofs1udm, a learning ofmathematics,amember ofthe "hard sciences; common underlying spir~ contributed to the success of by attending to ~s decidedly human dimensions. There-these programs. i.Jlx concluded that the authors ofthese fore, aprimary concern ofthecommunity isthe possibility P.'ograms "had gone to considerable lengths to find out of ' eaching humanistically" Abstracting from WMe's who the studams in these programs were, where they description ofthe concems of humanistic mathematics, carne from; what went on intheir heeds andhearts when wehavedistinguished fourprocessesinvolvedinteachi ng they worked on math and how well and by whal means humanistically: (1) placing students more centrally inthe they couldcope w~ problems intheir out-of-schooll~e" posnon ofthe inquirer, (2) acknowledging the emotional This conciusion supports the research of Rosamond climateoflearning mathematics, (3) having students learn (1982) who, in the context of mathematics-assistance from each other, and (4) making mathematics meaningful laboratory at a large, prestigious university, documented rather than arMrary(Wh~e , 1987, p1) that listening to studams can pos~ively effect their learn· Though these four processes represent a significant ing. departure from typical concerns ofthe prevailing "chalk-In a course, one effective and efficient vehicle for and-chalk" pedagogy, they, nevertheless, are somewhat 'istening" to all students is journals. Certain Iypes of Ii m ~ed. What we propose is a broader, more inclusive joumals wr~ ing activ~ies have been shown (Countryman, vision ofthe third process distinguished above by inciud dents and instructors. Further, we propose that ~eaching to be efficacious vehicles for a number of pedagogical humanistically' ought to involve an add~ional, or fifth, imperatives. Among these imperatives, Lopez and process which attends to the more general, human Powell (1989) described some of what can be "heard" process of empowerment. Our concern is for the em-from students through their journals. Intheir case study, powerment ofall actors in various settings ofmathematics they identified affective and cogn~ive ltems, Affective education. ones incl uded preoccupations, disposllions, andfeelings; To facil~ate interdependent leaming and empower· and some cogn~ive …

An Empowering, Participatory Research Model for Humanistic Mathematics Pedagogy