Supporting preservice mathematics teachers’ culturally responsive teaching : a focus on teaching for social justice

Search for this publication on Google Scholar
Register, J., Fernandes, A. (A. M. A. ), & Pugalee, D. K. (2022). Supporting preservice mathematics teachers’ culturally responsive teaching : a focus on teaching for social justice. Mathematics. https://doi.org/doi:10.3390/math10060896
Download PDF

Analytics

16 views ◎
7 downloads ⇓


Description

This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation.

Details
Title

Supporting preservice mathematics teachers’ culturally responsive teaching : a focus on teaching for social justice

Author(s)

Register, Jordan
Fernandes, Anthony (Anthony M. A.)
Pugalee, David K.

UNC Charlotte Affiliate Type

Graduate

Publisher

MDPI

Extent

1 online resource

Date Published

2022

Date Created

2022

Material Type

Journal article

Genre

articles

Resource Type

text

Abstract

This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation.

Subjects--Topics

Mathematics--Study and teaching
Social justice
Lesson planning

Is Part Of

Mathematics

Language

English

Published Version (Please cite this version)

doi:10.3390/math10060896

Publisher's Version

https://www.mdpi.com/2227-7390/10/6/896

Permalink

http://hdl.handle.net/20.500.13093/work:246

Rights

This item may be protected by copyright and other related rights. Atkins Library provides access to this item for educational and research purposes only; other uses require the permission of the copyright holder.