Examining the practices of mathematics education predominant in the Australian vocational education and training sector, Fitzsimons (Monash U., Australia) criticizes current political and social structures that tend to move continuing mathematics education towards non-empowering (for the students) models of instruction that are increasingly technologized. She reviews the research on the topic and theorizes on why Australia is practicing such educational methods. Finally she assesses the role that "Critical Mathematics" could play in democratizing mathematics education.

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