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ERIC Number: EJ856300
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1085-3545
Engaging Preservice Teachers in Mathematics: Social Analysis in the Mathematics Classroom
Mistele, Jean M.; Spielman, Laura J.
Democracy & Education, v18 n3 p64-67 2009
This article discusses a new preservice teacher mathematics course titled Elementary and Middle Grades Mathematics for Social Analysis (Math for Social Analysis). Math for Social Analysis is innovative within mathematics teacher education programs in its theoretical foundation, goals, and approach. The course rests on an assertion that integrating mathematical literacy, critical literacy, and community literacy may narrow the existing gaps in mathematics interest, participation, and achievement among many marginalized groups. The course situates mathematics within engaging social, political, or economic contexts on local, national, or global issues. Overall student outcomes thus far have been very positive and supportive of the course. Courses of this kind have the potential to improve preservice teachers' belief and attitudes toward mathematics and toward mathematics teaching. If such courses can also engage a more diverse group of learners in meaningful mathematics, then they may have the potential to help reduce the achievement gap while also supporting critical, democratic citizenship. (Contains 1 note.)
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://lclark.edu/org/journal
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A