Institutional and Ideological Forces in Mathematics Discourse a Critical Perspective

Abstract

Classroom discourse often reflects underlying power dynamics and ideological structures shaped by sociocultural contexts. This qualitative study applies Critical Discourse Analysis (CDA) to investigate linguistic practices, authority relations, and ideological influences within a Grade 10 mathematics classroom in an Arab school in Israel, focusing on the teaching of functions. Employing Fairclough’s CDA framework, the research analyzes how teacher discourse, interactional routines, and institutional norms impact student engagement and learning outcomes. Key themes identified include the predominance of teacher authority, the use of the Initiation–Response–Evaluation (IRE) pattern, and strategic code-switching between Hebrew and Arabic to address linguistic diversity. While the discourse emphasizes procedural accuracy and mathematical precision, it simultaneously reinforces hierarchical structures that constrain student autonomy. Although code-switching facilitates accessibility, it also poses cognitive and sociolinguistic challenges. The findings suggest that traditional instruction models prioritize efficiency over conceptual depth, aligning with broader neoliberal trends in Israeli education policy. The study advocates for dialogic teaching approaches that promote equitable participation and critical mathematical thinking. Methodologically, the study analyzes transcripts from three consecutive lessons, coding for themes related to language use, power asymmetries, and student participation. The findings underscore the need for pedagogical shifts toward inquiry-based learning and student-centered dialogue. This research contributes to the discourse on mathematics education in multilingual and socio-politically complex settings, highlighting how classroom language can both reproduce and challenge educational hierarchies.