Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry

Autor/in	Brelias, Anastasia
Titel	Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry
Quelle	In: Democracy & Education, 23 (2015) 1, Artikel 4 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	High School Students; Secondary School Mathematics; Inquiry; Mathematics Education; Mathematics Activities; Student Attitudes; Mathematical Applications; Social Justice; Social Problems; Problem Solving; Educational Practices; Classroom Techniques; Teaching Methods; Problem Based Learning; Science and Society; Observation; Interviews + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Schülerverhalten; Angewandte Mathematik; Innermathematische Anwendung; Soziale Gerechtigkeit; Social problem; Soziales Problem; Problemlösen; Bildungspraxis; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Beobachtung; Interviewing; Interviewtechnik
Abstract	This study examines high school students' views of mathematics as a tool for social inquiry in light of their classroom experiences using mathematics to explore social issues. A critical theoretical perspective on mathematics literacy is used to ascertain the ways in which their views challenge or affirm the dominant image of mathematics in society. The study concludes that mathematics applications addressing social justice issues are promising vehicles for developing students' appreciation of mathematics as a social problem-solving tool, an awareness of its limitations, and a healthy skepticism toward its uses. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01