NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1218980
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1051-1970
Critical Conversations on Social Justice in Undergraduate Mathematics
Alexander, Nathan N.; Teymuroglu, Zeynep; Yerger, Carl R.
PRIMUS, v29 n3-4 p396-419 2019
This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A