ERIC Number: EJ1023949
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Learning to Enact Social Justice Pedagogy in Mathematics Classrooms
Leonard, Jacqueline; Moore, Cara M.
Action in Teacher Education, v36 n1 p76-95 2014
Some mathematics educators assert that P-12 students respond better to mathematics when it is taught for cultural relevance and social justice. Providing teachers with examples of how to use culturally relevant pedagogy and social justice pedagogy (SJP) is critical to enacting these strategies in mathematics classrooms. The results of this teacher-research study reveal that teacher candidates (TCs) had greater understanding about how to teach for social justice after taking a mathematics education course that used literature circles to learn about and understand SJP. Moreover, TCs successfully incorporated three social justice principles into microteaching episodes. The authors also found that TCs' beliefs regarding teaching for social justice were malleable. However, additional studies are warranted to determine if activities like the ones described in this study actually lead to changes in classroom practice.
Descriptors: Social Justice, Mathematics Instruction, Teaching Methods, Culturally Relevant Education, Preservice Teachers, Preservice Teacher Education, Methods Courses, Qualitative Research, Essays, Coding, Lesson Plans, Student Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A