Statistical education: a context for critical pedagogy
Tipo de documento
Autores
Lista de autores
Naresh, Nirmala y Poling, Lisa.
Resumen
As our society continues to become more diverse in race, culture, ethnicity, class, and sexual orientation, the educational systems we have in place must also revise their purpose and their context. An important conviction of social justice pedagogy is that teachers, as well as students, are a part of the solution to injustice. Teacher education programs need to equip teachers with the empathy, consideration, and skills necessary to appreciate all the children that comprise their classroom, their school, and their community. We merged the research domains of statistics and social justice to design a teacher education course – the key goal was to develop a community enabling teachers to investigate social issues with a critical eye, so that the inequities become apparent and ideas for change may be discussed.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Continua | Educación Matemática crítica | Etnia-raza | Otro (estadística) | Sociopolíticos | Teoría social del aprendizaje
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
820 - 833
Referencias
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