Critical Conversations on Social Justice in Undergraduate Mathematics

Alexander, Nathan; Teymuroglu, Zeynep; Yerger, Carl

doi:10.1080/10511970.2018.1530704

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…Online learning also allows students to communicate with other students and teachers without being limited by time (Dumford & Miller, 2018). Moreover, discussion with the online learning platform allows students to reflect on themselves and collaborate with other students to broaden their understanding of learning material (Alexander et al, 2019). Students could accept the diversity of views of a material topic through discussions using online learning platforms because students accept explanatory arguments from the teachers and other students (Kashefi et al, 2012;Naidoo et al, 2016).…”

Section: The Opportunities Mathematics Teachers Have To Improve the Quality Of Learningmentioning

confidence: 99%

Mathematics Teachers’ Response to Online Learning During the Covid-19 Pandemic: Challenges and Opportunities

Sukma

Priatna

2021

KJPM

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The Indonesian government made several policies to reduce the coronavirus spread, including in the education sector, by implementing online learning from home. This study aims to determine the mathematics teachers' perception of online learning implementation during COVID-19 related to its challenges and opportunities. The method used in this study was an exploratory method in which the researchers used the questionnaire to gather the information. A total of 65 mathematics teachers from various education levels around South Sumatra, Indonesia, became the respondents. Based on the analysis of 65 mathematics teachers' responses, more than half of the respondents used the WhatsApp platform to carry out online learning activities. In implementing online learning, there were some challenges faced by mathematics teachers, such as students who did not have the facilities required for online learning. Although teachers still faced challenges, the teacher stated that online learning provided opportunities for teachers to upgrade themselves and learn more about educational technology. Moreover, online learning provided opportunities for students to communicate with other students and teachers alike unlimited by time. This study could provide an overview and information related to challenges and opportunities in implementing online learning for mathematics, which can be used in online learning activities during the COVID-19 pandemic.

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Section: The Opportunities Mathematics Teachers Have To Improve the Quality Of Learningmentioning

confidence: 99%

Mathematics Teachers’ Response to Online Learning During the Covid-19 Pandemic: Challenges and Opportunities

Sukma

Priatna

2021

KJPM

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“…In their analysis of social justice lessons taught by student teachers, Garii & Rule (2009) observed that many student teachers struggled to balance math and social justice goals, framing content in social justice topics without actually delving into the social justice issues, or focusing on the social justice issue without dedicating enough time to make sure the students understood the math content. In fact, balancing math and social justice goals was a theme in much of the literature we reviewed (e.g., Alexander et al, 2019;Appelbaum & Davila, 2007;Bartell, 2013;Gregson, 2013;Gutstein, 2006a;Turner, 2003;Turner & Strawhun, 2013).…”

Section: Inclusively Relevant Math Environments 28mentioning

confidence: 99%

“…These concerns are not unfounded; Gutstein (2006c) wrote candidly about his mixed experiences with administrators. However, TLMSJ is becoming a more common approach, including in teacher education programs and professional organizations (e.g., Alexander et al, 2019;Cochran-Smith et al, 2009). Garii and Rule (2009) recommended emphasizing with stakeholders how the TLMSJ approach helps students to make personally meaningful connections that will improve their learning.…”

Section: Overcoming Challengesmentioning

confidence: 99%

Fostering an Inclusively Relevant Mathematics Environment: The Case for Combining Social-Justice and Utility-Value Approaches

Priniski¹,

Thoman²

2020

Preprint

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Despite a common belief that mathematics is neutral and apolitical, a critical analysis reveals a legacy of mathematics education that has catered to the dominant (white, middle-class) culture, and served to stratify students along the lines of race, gender, socioeconomic status, and other dimensions of identity and difference. However, there is increasing awareness that mathematics education should be reformed to make it more relevant to all students’ lived experiences. In this paper we make the case for why the goal of increasing the relevance of math is closely related to (and can be achieved in service of) inclusion and equity. We discuss two very different approaches to promoting relevance in the classroom and suggest a way forward to combine those two approaches in pursuit of equity and inclusion. Specifically, we review two bodies of literature: utility-value interventions, which stem from the motivation literature and focus on personal relevance, and teaching and learning math for social justice, which stems from the critical mathematics education literature and focuses on cultural relevance. Our review suggests that these two literatures, which have been disparate in terms of their epistemological traditions, theoretical foundations, and methodological approaches, could be complementary and even synergistic in promoting inclusive math learning environments for all students.

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Mathematics as a tool for social awareness and empowerment: A case study from the Philippines

Miro,

Fernando,

Guillermo

et al. 2024

PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION, 2022: Innovative Research of Mathemat

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Critical Conversations on Social Justice in Undergraduate Mathematics

Cited by 5 publications

References 17 publications

Mathematics Teachers’ Response to Online Learning During the Covid-19 Pandemic: Challenges and Opportunities

Mathematics Teachers’ Response to Online Learning During the Covid-19 Pandemic: Challenges and Opportunities

Fostering an Inclusively Relevant Mathematics Environment: The Case for Combining Social-Justice and Utility-Value Approaches

Mathematics as a tool for social awareness and empowerment: A case study from the Philippines

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