Re/thinking Mathematics for Social Justice: A Transactional Approach

Autor/inn/en	Roth, Wolff-Michael; Walshaw, Margaret
Titel	Re/thinking Mathematics for Social Justice: A Transactional Approach
Quelle	In: Pedagogies: An International Journal, 15 (2020) 4, S.279-295 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roth, Wolff-Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2019.1706526
Schlagwörter	Social Justice; Mathematics Instruction; Transformative Learning; Self Concept; Social Change; Mathematics Education; Educational Theories; Case Studies; Family Environment; Educational Environment; Teaching Methods; Learning Processes; Informal Education; Community + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Mathematics lessons; Mathematikunterricht; Pädagogische Transformation; Selbstkonzept; Sozialer Wandel; Mathematische Bildung; Educational theory; Theory of education; Bildungstheorie; Case study; Fallstudie; Case Study; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung
Abstract	There is a well-established area of work in mathematics education focusing on mathematics for social justice. Much of the work, however, is concerned with "individual" students' understanding the world symbolically -- as evident in the notions of reading and writing the world using mathematics -- while failing to address a transformative agenda that seeks to make a positive difference in a once-occurrent world that we inhabit together with others as part of our once-occurrent lives. In this conceptual essay, we describe and exemplify a transactional approach that inherently is a practical approach. In the transactional approach, the individual is not merely agent but importantly subject to and constituted by social processes that transform the world including the self. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01