Exploring the Selfempowering Uncertainties of Teaching Mathematics for Social Justice: Narratives from a Teacher Educator and a Classroom Teacher

Autor/inn/en	Stinson, David W.; Potts, Dean W.
Titel	Exploring the Selfempowering Uncertainties of Teaching Mathematics for Social Justice: Narratives from a Teacher Educator and a Classroom Teacher
Quelle	In: Curriculum and Teaching Dialogue, 23 (2021) 1-2, S.21-35 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Mathematics Instruction; Social Justice; Teaching Methods; Teacher Educators; Mathematics Teachers; Teacher Attitudes; High School Students; Empowerment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this narrative essay, a mathematics teacher educator and a mathematics classroom teacher share their approaches and motivations behind introducing teachers and high school students, respectively, to the promises and challenges of mathematics taught from a social justice perspective. They conclude the essay by noting two preliminary pedagogical necessities for teacher educators and classroom teachers who might wish to engage in the "self"-empowering uncertainties of teaching mathematics for social justice. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01