Search results for: Leonard Jacqueline
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The purpose of this study was to assess the impact the mathematics education course had on teacher candidates' (TCs) ability to enact social justice pedagogy (SJP). The results reveal two important findings. The first finding is TCs in this teacher-research study were successful in enacting social justice oriented mathematics lessons as demonstrated through microteaching episodes. The second finding is TCs’ beliefs can be changed as a result of taking mathematics education courses. The results of this study have shown that teacher candidates’ beliefs about teaching for social justice as well as their practices are malleable.
Updated: May. 31, 2016
In this article, the authors argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. The goals of this conceptual article are threefold: (a) to explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) to present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) to offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today’s classrooms.
Updated: Jul. 20, 2010