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ERIC Number: EJ666968
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1033-2170
Promoting Social Justice in and through the Mathematics Curriculum: Exploring the Connections with Epistemologies of Mathematics.
Povey, Hilary
Mathematics Education Research Journal, v14 n3 p190-201 Dec 2002
Investigates the connection between epistemology and openness to equity issues in the thinking of beginning secondary mathematics teachers. Analyzes teachers' responses around four themes: (1) beliefs about the nature of mathematics; (2) how those beliefs affect their pedagogy; (3) how they explain student failure; and (4) views on initial teacher education. Discusses links between subject studies in teacher education and equity issues in the classroom. (Author/KHR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom