Toward a decolonizing pedagogical perspective for mathematics teacher education
Tipo de documento
Autores
Lista de autores
Larnell, Gregory y Trinder, Victoria.
Resumen
During the past few decades, there has been considerable attention to the newly emergent field of mathematics teacher education and research regarding mathematics teacher education. Despite this, there is still great need for critical lenses on these developments, and particularly, to question the extent to which conventional perspectives may exclude opportunities for prospective teachers to unpack and examine the ways in which their “ideological postures” toward teaching inform, often unconsciously, their emergent practice. Our purpose for this proposal is to present and solicit feedback regarding our Decolonizing Pedagogy Framework and its applicability for reconceptualising mathematics teacher education and counter imperialist aims of education practice.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Colaboración entre colegas | Inicial | Reflexión sobre la enseñanza | Teoría de la objetivación
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
219 - 223
Referencias
Adler, J., Ball, D., Krainer, K., Lin, F., & Novotna, J. (2005). Reflections on an emerging field: Researching mathematics teacher education. Educational Studies in Mathematics, 60(3), 359–381. Bartolomé, L. I. (2004). Critical pedagogy and teacher education: Radicalizing prospective teachers. Teacher Education Quarterly, 31(1), 97–122. Gutierrez, R. (2012). Embracing Nepantla: Rethinking “knowledge” and its use in mathematics teaching. REDIMAT - Journal of Research in Mathematics Education, 1(1), 29–56. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. Nasir, N. S., Hand, V., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond. Review of Research in Education, 32, 187–240. Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11, 499–511.