Engaging with Issues of Emotionality in Mathematics Teacher Education for Social Justice

From Section:
Trends in Teacher Education
Dec. 20, 2009

Source: Journal of Mathematics Teacher Education, Volume 12, Number 6 / December 2009, pages 427-443.

This paper focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics.

A relational approach to social justice calls for giving attention to enacting socially just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave.

An intervention, using creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection.
The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered.

Updated: Jan. 17, 2017
Emotions | Experiential learning | Intervention | Mathematics teachers | Preservice teacher education | Social justice