Challenges Related to Teaching Mathematics Using Social Justice Pedagogies: A Secondary School Experience

Autor/inn/en	Voss, Richard; Rickards, Tony
Titel	Challenges Related to Teaching Mathematics Using Social Justice Pedagogies: A Secondary School Experience
Quelle	In: Journal of Education and Practice, 7 (2016) 17, S.68-73 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Mathematics; Mathematics Education; Mathematics Instruction; Teaching Methods; Social Justice; Secondary Schools; Secondary School Mathematics; Secondary School Teachers; Mathematics Teachers; Foreign Countries; Mathematics Curriculum; Comparative Analysis; Learner Engagement; Data Analysis; Qualitative Research; Vocational Education; Adult Education; Mixed Methods Research; Focus Groups; Concept Mapping; Student Surveys; Observation; Reflection; Journal Writing; Grounded Theory; Action Research; Experiments; Data Collection; Student Attitudes; Stakeholders; Outcomes of Education; Equal Education; Australia + Suchen Sie Ihr Suchwort? Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Sekundarschule; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Auswertung; Qualitative Forschung; Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Concept Map; Schülerbefragung; Beobachtung; Zeitschriftenaufsatz; Projektforschung; Erprobung; Data capture; Datensammlung; Schülerverhalten; Lernleistung; Schulerfolg; Australien
Abstract	This study involves an Australian Western Victorian District High School year nine mixed ability mathematics class learning mathematics using social justice pedagogy. The learning intent of the unit required students to compare their own lifestyles against different families from around the world and use mathematics as a tool to investigate inequality. Although the study's findings showed that there were associations between student learning and engagement when using this initiative, there were also many individual and unique challenges encountered during the study. These challenges included integrating the study into an already overloaded school curriculum and many different educational stakeholders. Data analysis suggested that teachers who use social justice pedagogies within their classroom practices need to be flexible, highly adaptive and have a strong commitment to achieve the best learning outcomes for the students. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01