Reimagining teaching mathematics for social “(in)justice” for secondary mathematics teachers
Vargas, Gabriela Elizabeth
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https://hdl.handle.net/2142/105151
Description
Title
Reimagining teaching mathematics for social “(in)justice” for secondary mathematics teachers
Author(s)
Vargas, Gabriela Elizabeth
Issue Date
2019-03-29
Director of Research (if dissertation) or Advisor (if thesis)
Gutiérrez, Rochelle
Committee Member(s)
González, Gloriana
Rana, Junaid
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
social justice mathematics
teacher education
critical mathematice
Abstract
Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach has become the dominant definition of teaching mathematics for social justice (TMSJ). Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine. This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.
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