Connecting Mathematical Modeling and Social Justice through Problem Posing

Autor/inn/en	Jung, Hyunyi; Magiera, Marta T.
Titel	Connecting Mathematical Modeling and Social Justice through Problem Posing
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 2, S.232-251 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Hyunyi) ORCID (Magiera, Marta T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1966713
Schlagwörter	Mathematical Models; Social Justice; Problem Solving; Preservice Teachers; Elementary School Teachers; Mathematics Education; Reflection + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Soziale Gerechtigkeit; Problemlösen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematische Bildung
Abstract	This paper contributes to accumulating the knowledge base about prospective elementary school teachers' (PTs') understanding of socio-critical modeling by exploring how PTs make connections to features of mathematical modeling and social justice while posing mathematical problems and reflecting on their problem-posing. We present a conceptual framework for posing problems that connect social justice issues with the features of mathematical modeling. Drawing on the analysis of 36 individual modeling problems generated by the PTs and 36 written reflections PTs completed throughout their problem-posing activity, we illustrate various ways in which PTs connect the multi-faceted features of mathematical modeling (i.e., realistic context, model development, and shareable process) and social justice (i.e., micro -- and macro -- level). The PT-posed problems were categorized as (a) modeling problems presenting micro -- and macro-level social justice issues (27%), (b) modeling problems presenting micro-level social justice issues (22%), (c) contextualized mathematical problems presenting micro -- and macro-level social justice issues (25%), and (d) contextualized mathematical problems presenting micro-level social justice issues (17%). Our work describing the complexity of posing social justice-oriented mathematical modeling (SJMM) problems and articulating decisions PTs make while posing SJMM problems set directions for future efforts and research in teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01