Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task

Autor/inn/en	Aguirre, Julia M.; Anhalt, Cynthia O.; Cortez, Ricardo; Turner, Erin E.; Simic-Muller, Ksenija
Titel	Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task
Quelle	In: Mathematics Teacher Educator, 7 (2019) 2, S.7-26 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Mathematics Teachers; Mathematical Models; Social Justice; Water Quality; Culturally Relevant Education; Preservice Teacher Education; Instructional Effectiveness; Instructional Innovation; Problem Solving; Mathematics Activities; Mathematics Instruction; Michigan + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematical model; Mathematisches Modell; Soziale Gerechtigkeit; Wasserqualität; Lehramtsstudiengang; Lehrerausbildung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Problemlösen; Mathematics lessons; Mathematikunterricht
Abstract	Two major challenges in mathematics teacher education are developing teacher understanding of: (1) culturally responsive, social justice--oriented mathematics pedagogies; and (2) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teacher-generated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci--by using mathematical modeling to investigate and analyze important social justice issues--can be a high-leverage practice for mathematics teacher educators committed to equity-based mathematics education. Implications for integrating social justice and mathematical modeling in preservice and in-service mathematics teacher education are discussed. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01