Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers

Autor/in	Kokka, Kari
Titel	Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers
Quelle	In: Educational Considerations, 43 (2015) 1, S.13-21 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	Mathematics Instruction; Social Justice; Cooperative Learning; Teacher Student Relationship; Empowerment; Consciousness Raising; Equal Education; Access to Education; Educational Opportunities; Mathematics Achievement; Mathematics Curriculum; Critical Theory; Race + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Soziale Gerechtigkeit; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewusstseinsbildung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kritische Theorie; Rasse; Abstammung
Abstract	Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of "conscientização," or learning to perceive social, political, and economic contradictions (35). In this article, Kari Kokka provides a definition of Social Justice Mathematics (SJM) and explores three dilemmas that arise with SJM instruction. She also suggests ways in which collaboration among students, educators, and researchers may address these dilemmas. (ERIC).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01