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doi: 10.1007/s10857-009-9110-7pmid: N/A
Teaching for social justice in the mathematics classroom requires discernment between what ‘should’ be done to ensure accountability to the practices of the discipline and what ‘could’ be done to promote awareness of how those practices may be used to afford equity and access within the classroom. One approach to teaching and learning that may be used to promote discernment between the ‘should’ and the ‘could’ of the mathematics classroom is based upon the notion of ‘community of practice’. This article explores written descriptions provided by students as they participate in a Year 7 mathematics classroom community of practice. Student descriptions are analysed in terms of student participation in the literacy practices of their mathematics classroom and in terms of the sense of agency that participation in these practices afforded different students. Connections are drawn between the development of student agency in the mathematics classroom and teaching for social justice.
Freitas, Elizabeth; Zolkower, Betina
doi: 10.1007/s10857-009-9108-1pmid: N/A
In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools derived from social semiotics can serve two related goals: (1) to deconstruct the “math is math period!” disposition in prospective teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform and (2) to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices of school mathematics. After reviewing research on the social semiotics of mathematics education, we discuss two sample teacher education tasks designed with the above goals in mind.
doi: 10.1007/s10857-009-9111-6pmid: N/A
The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.
Penteado, Miriam; Skovsmose, Ole
doi: 10.1007/s10857-009-9103-6pmid: N/A
We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network, as many of our observations emerge as reflections on this project. (4) We present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone, establishing networks, identifying new approaches, moving beyond prototypical research, and getting in contact. This brings us to (5) final considerations, where we return to the notion of social justice.
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