Reimagining teaching mathematics for social “(in)justice” for secondary mathematics teachers

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.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Vargas, Gabriela Elizabeth

Contributors dc:contributor

• Gutiérrez, Rochelle
• González, Gloriana
• Rana, Junaid

• social justice mathematics
• teacher education
• critical mathematice

Statement dc:rights

• Copyright 2019 Gabriela Vargas

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/105151

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/105151