Teaching mathematics for social justice: linking life history and social justice pedagogy
Tipo de documento
Autores
Lista de autores
Carlson-Lishman, Susan y Esmonde, Indigo.
Resumen
In this case study, we consider the relationship between life history and classroom pedagogy for one secondary mathematics teacher who participated in professional development to support equitable mathematics teaching. Within this teacher’s life history, we identified three primary themes: being the other, being mainstream, and orienting experiences, which we then linked to the teacher’s discourse about equity, social justice, and mathematics pedagogy. We found that these experiences informed the teacher’s pedagogy and served as a strong motivation for him to address issues of equity and social justice within his classroom.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Discurso | Formativos | Historia de la Educación Matemática | Sociopolíticos | Teoría social del aprendizaje
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 2)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
398 - 412
Referencias
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press. Foote, M. Q., & Bartell, T. G. (2011). Pathways to equity in mathematics education: How life experiences impact researcher positionality. Educational Studies in Mathematics, 78(1), 45−68. Gutiérrez, K. D., & Larson, J. (2007). Discussing expanded spaces for learning. Language Arts, 85(1), 69−77. Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19−25. Howard, T. C., & Aleman, G. R. (2008). Teacher capacity for diverse learners: What do teachers need to know? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd Edition, pp. 157–174). New York, NY: Routledge. Kazemi, E., & Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers’ participation across contexts. Journal of Teacher Education, 59(5), 428–441. Riley, T., & Hawe, P. (2005). Researching practice: The methodological case for narrative inquiry. Health Education Research, 20(2), 226–236. Wager, A. (2010). Teacher positioning and equitable mathematics pedagogy. In M. Q. Foote (Ed.), Mathematics teaching & learning in K-12: Equity and professional development (pp. 77−92). New York, NY: Palgrave MacMillan.