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ERIC Number: EJ1160037
Record Type: Journal
Publication Date: 2016-Sep
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1474-8479
Social Justice in the Mathematics Classroom
Wright, Pete
London Review of Education, v14 n2 p104-118 Sep 2016
Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding,resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A