Transforming elementary preservice teachers' mathematical knowledge for and through social understanding

被引：0
|
作者：
Bateiha, Summer [1 ]
Reeder, Stacy [1 ]
机构：
[1] Western Kentucky Univ, Bowling Green, KY 42101 USA
来源：
REVISTA INTERNACIONAL DE EDUCACION PARA LA JUSTICIA SOCIAL | 2014年 / 3卷 / 01期
关键词：
Social justice mathematics; Preservice teacher education; Elementary teachers;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Elementary preservice elementary teachers (PSTs) often enter collegiate courses with limited mathematical understanding and narrow perspectives of critical social issues. This case study examines what happened to perceptions of mathematics knowledge as well as social issue knowledge when the two were integrated in a one-semester mathematics content course for elementary PSTs. Data analysis revealed parallels between mathematics and social issue knowledge early in the semester and at the end of the semester. Data also indicated that some participants exhibited signs of resistance to changing their initial knowledge and understandings.
引用
收藏
页码：71 / 86
页数：16
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