id: 06580970
dt: j
an: 2016c.00252
au: Jong, Cindy; Jackson, Christa
ti: Teaching mathematics for social justice: examining preservice teachers’
conceptions.
so: J. Math. Educ. Teach. Coll. 7, No. 1, 27-34 (2016).
py: 2016
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: C69 C29 D39
ut: social justice; teachers’ conceptions; teacher attitudes; research;
preservice teacher education; elementary teachers; primary education;
mathematics and society; goals of mathematics education; educational
objectives; socioeconomic differences; equity; equal opportunities;
educational policy; citizenship education
ci:
li:
ab: Summary: Teaching for social justice is a critical pedagogy used to empower
students to be social agents in the world they live. This critical
pedagogy has extended to mathematics education. Over the last decade,
mathematics education researchers have conceptualized what it means to
teach mathematics for social justice, but little is known about
preservice teachers’ perspectives on this topic. The purpose of this
study was to examine elementary preservice teachers’ conceptions of
teaching mathematics for social justice at the beginning and end of a
mathematics methods course. Preservice elementary teachers ($n = 230$)
enrolled in mathematics methods coursework at three universities across
the United States described what it meant to teach mathematics for
social justice in response to an open-ended question on the Mathematics
Experiences and Conceptions Surveys.
rv: