{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105151"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105151","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Reimagining teaching mathematics for social “(in)justice” for secondary mathematics teachers","abstract":"Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach has become the dominant definition of teaching mathematics for social justice (TMSJ). Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine. This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.","abstract_html":"Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach has become the dominant definition of teaching mathematics for social justice (TMSJ). Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine. This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.","abstract_has_math":false,"creators":["Vargas, Gabriela Elizabeth"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Gutiérrez, Rochelle","González, Gloriana","Rana, Junaid"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-23T20:44:36Z","date_published":"2019-08-23T20:44:36Z","updated_at":"2026-07-22T22:24:44Z","subjects":["social justice mathematics","teacher education","critical mathematice"],"languages":["en"],"rights":["Copyright 2019 Gabriela Vargas"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105151","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gutiérrez, Rochelle","González, Gloriana","Rana, Junaid"]},{"key":"dc:creator","label":"Author","values":["Vargas, Gabriela Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-08-23T20:44:36Z","2021-08-24T09:15:38Z","2019-03-29","2019-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social justice mathematics","teacher education","critical mathematice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Gabriela Vargas"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach has become the dominant definition of teaching mathematics for social justice (TMSJ). Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine. This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-05-01","The student, Gabriela Vargas, accepted the attached license on 2019-03-26 at 12:43.","The student, Gabriela Vargas, submitted this Thesis for approval on 2019-03-26 at 12:59.","This Thesis was approved for publication on 2019-03-29 at 09:53.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13453 on 2019-08-22 at 16:20:30","Made available in DSpace on 2019-08-23T20:44:36Z (GMT). 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However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach has become the dominant definition of teaching mathematics for social justice (TMSJ). Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine. This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-05-01","The student, Gabriela Vargas, accepted the attached license on 2019-03-26 at 12:43.","The student, Gabriela Vargas, submitted this Thesis for approval on 2019-03-26 at 12:59.","This Thesis was approved for publication on 2019-03-29 at 09:53.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13453 on 2019-08-22 at 16:20:30","Made available in DSpace on 2019-08-23T20:44:36Z (GMT). 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