Peer reviewed
Direct linkERIC Number: EJ1013760
Record Type: Journal
Publication Date: 2013-Jan
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed from the Trenches
Gregson, Susan A.
Journal for Research in Mathematics Education, v44 n1 p164-198 Jan 2013
This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice is enacted in her mathematics classes. (Contains 2 figures, 2 tables, and 11 footnotes.)
Descriptors: Case Studies, Mathematics Teachers, Teacher Attitudes, Social Justice, Activism, Secondary School Teachers, Correlation, College Preparation, Teaching Methods, Mathematics Instruction, Student Diversity, Discourse Analysis, Classroom Communication, Qualitative Research, Interviews
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
