Abstract
In this paper, I articulate critical pedagogy of risk and argue for its inclusion in mathematics education. I start by highlighting the importance of teaching risk and risk-based decision making in mathematics classroom. More specifically, I argue for inclusion of risk as a more authentic way to approach probability and statistics in middle school and high school mathematics. The focus is then moved to the importance of critical pedagogy in mathematics education. Finally, I describe what critical pedagogy of risk may look like in mathematics education research and practice.
