Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed from the Trenches

Autor/in	Gregson, Susan A.
Titel	Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed from the Trenches
Quelle	In: Journal for Research in Mathematics Education, 44 (2013) 1, S.164-198 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Case Studies; Mathematics Teachers; Teacher Attitudes; Social Justice; Activism; Secondary School Teachers; Correlation; College Preparation; Teaching Methods; Mathematics Instruction; Student Diversity; Discourse Analysis; Classroom Communication; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Diskursanalyse; Klassengespräch; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice is enacted in her mathematics classes. (Contains 2 figures, 2 tables, and 11 footnotes.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10