Mathematics in and through social justice: another misunderstood marriage?

被引：16
作者：
Nolan, Kathleen [1 ]
机构：
[1] Univ Regina, Fac Educ, Regina S4S 0A2, SK, Canada
来源：
JOURNAL OF MATHEMATICS TEACHER EDUCATION | 2009年 / 12卷 / 03期
关键词：
Critical; Content; Context; Discourse; Prospective teachers; Middle years; Social justice; Mathematics;
D O I：
10.1007/s10857-009-9111-6
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The current push to marry off mathematics with social justice compels one to ask such critical questions as "What is social justice?'' and "How does (or can) mathematics look and act when viewed in/through the lenses of social justice?'' Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author's account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a "statistics and figures'' approach. The author's reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.
引用
收藏
页码：205 / 216
页数：12
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