Teaching Mathematics for Social Justice: Linking Life History and Social Justice Pedagogy

被引：0

作者：

Carlson-Lishman, Susan M. ^{[1
]}

Esmonde, Indigo ^{[1
]}

机构：

[1] Univ Toronto, Toronto, ON, Canada

来源：

PROCEEDINGS OF THE EIGHTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE, VOLS 1-3 | 2015年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this case study, we consider the relationship between life history and classroom pedagogy for one secondary mathematics teacher who participated in professional development to support equitable mathematics teaching. Within this teacher's life history, we identified three primary themes: being the other, being mainstream, and orienting experiences, which we then linked to the teacher's discourse about equity, social justice, and mathematics pedagogy. We found that these experiences informed the teacher's pedagogy and served as a strong motivation for him to address issues of equity and social justice within his classroom.

引用

页码：398 / 412

页数：15

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