Socially Response-able Mathematics Education: Implications of an Ethical Approach

Atweh, Bill; Brady, Kate

doi:10.12973/ejmste/75278

Cited by 50 publications

(49 citation statements)

References 23 publications

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“…Investigations of social justice within mathematics education have focussed on the learnerteacher relationship and the pedagogical practices used in mathematics classrooms (Atweh & Brady, 2009). However, Fairclough's (2003) description of learning suggests that as one part of the entangled relationships that contributes to learning, pedagogical practices, as social practices, involve the valuing by participants of certain systems of knowledge.…”

Section: Situating Pedagogical Approaches As An Issue Of Social Justicementioning

confidence: 99%

Learners in Transition Between Contexts

Meaney

Lange

2012

Third International Handbook of Mathematics Education

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Abstract. In this chapter, we explore, from a social justice perspective, conceptions of learners in transition between contexts and evaluate pedagogical practices that have been advocated for such learners. Learning occurs as learners reflect on their transition between contexts, particularly when there are differences in what content knowledge is valued, the relationships between participants and how activities are undertaken. From this perspective, productive pedagogical practices for learners in transition are those that build and sustain relationships between learners and mathematics and between learners and others, including those outside the classroom. We look specifically at examples of pedagogical practices that draw on ethnomathematics and critical mathematics education for their inspiration.

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Section: Situating Pedagogical Approaches As An Issue Of Social Justicementioning

confidence: 99%

Learners in Transition Between Contexts

Meaney

Lange

2012

Third International Handbook of Mathematics Education

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“…The Productive Pedagogies framework does not, however, provide a ready-made technique for teaching but, rather, an approach to creating a place, space and vocabulary for teachers to use in classroom instruction discourse [46]. Therefore, in its implementation in the classroom, teachers are required to adapt the dimensions of the framework to be more in line with the 'local' situation.…”

Section: Productive Pedagogies Frameworkmentioning

confidence: 99%

Revitalization of Mathematical Education Through Applying Productive Pedagogies Framework

Suhendra¹,

Nurlaela²

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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Abstract--Mathematics is often perceived as a difficult subject with many students failing to understand why they need to learn the subject. The teaching and learning of mathematics mostly has relied on the transfer of information from the teachers to their students. Therefore, teaching and learning of mathematics should be reformed in order to be more meaningful for students.This study examined the usefulness of implementing Connectedness dimension of the Productive Pedagogies framework, as a means of improving the quality of teaching and learning of mathematics. In all cases, using the elements of Connectedness dimension of the Productive Pedagogies framework helped teachers to make mathematics more relevant to students, by including students' prior knowledge, connecting the lessons with other topics, integrating other subjects into the lessons and providing sufficient relevant illustrations. As one of the impacts, the students became more enthusiastic to attend their mathematics classes and displayed more on-task and engaged behaviours during the learning activities. The success of the participant-teachers, by applying the Connectedness dimension of the Productive Pedagogies framework has demonstrated its overall usefulness and provided lessons from which further use of the framework might build upon.

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“…They concluded that "ability and attitude work in tandem to explain mathematical success" (p. 702). According to Atweh and Brady (2009) students are more likely to continue to study mathematics and put greater effort in learning mathematics if their perceived value of mathematics is relevant to their life and future carriers. Hannula (2012) further identified that values are part of the motivational dimension.…”

Section: Attitudes and Achievementmentioning

confidence: 99%

Determinants of Affective Factors in Mathematics Achievement: Structural Equation Modeling Approach

Khine

Al-Mutawah²,

Afari³

2015

JSE

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The study on attitudes towards learning has a long tradition in mathematics education. While attitude as a construct has been investigated from different aspects, the researchers recognized that attitude encompasses many other related factors. This paper describes the affective factors that form attitudes and their important role in mathematics achievement. The affective factors identified in this study are students liking, value and confident in learning mathematics. The 20-item self-report survey adapted from TIMSS 2011 context questionnaire was translated into Arabic and administered to 387 students in schools in a Gulf state. The data was analyzed with structural equation modeling software. The results show that affective factors significantly and positively influence students' mathematics achievement in this context.

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Socially Response-able Mathematics Education: Implications of an Ethical Approach

Cited by 50 publications

References 23 publications

Learners in Transition Between Contexts

Learners in Transition Between Contexts

Revitalization of Mathematical Education Through Applying Productive Pedagogies Framework

Determinants of Affective Factors in Mathematics Achievement: Structural Equation Modeling Approach

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