ERIC Number: EJ1127683
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Reference Count: 101
Mathematics Education as Sociopolitical: Prospective Teachers' Views of the What, Who, and How
Felton-Koestler, Mathew D.
Journal of Mathematics Teacher Education, v20 n1 p49-74 Feb 2017
In this article, I introduce a framework--the What, Who, and How of mathematics--that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose perspectives are represented in mathematics, and How mathematical concepts and our world are related. I situate each aspect of the framework in the literature on social justice and critical mathematics and provide examples of prospective teachers' views. The What, Who, How serves as a tool to understand prospective teachers' views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators.
Descriptors: Mathematics Education, Preservice Teachers, Student Teacher Attitudes, Politics of Education, Social Influences, Mathematical Concepts, Social Justice, Critical Thinking, Educational Practices, Global Approach, Beliefs
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A