Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice

Register, Jordan; Fernandes, Anthony; Pugalee, David

doi:10.3390/math10060896

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…Indeed, the lack of training programs and applications dealing with how to integrate ethnomathematics confirms this. Register et al (2022) have highlighted the importance of teacher training in planning and teaching design to promote ethnomathematics.…”

Section: Discussionmentioning

confidence: 99%

Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study

Khalil

2023

INT J INSTRUCTION

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This study aimed to provide an integrated picture of teachers' attitudes toward ethnic mathematics, an approach to teaching school mathematics. It addressed four main dimensions: knowledge of ethnic mathematics, the current extent of its integration in teaching, perceptions toward it as a pedagogical approach and obstacles that limit its integration. The study adopted mixed methods and followed an explanatory sequential design. The quantitative aspect employed the descriptive survey method, collecting data through an electronic questionnaire comprising 33 items distributed over 4 dimensions. This was followed by qualitative interviews conducted to interpret the results of the quantitative analysis. In total, 104 mathematics teachers participated in the quantitative survey and 4 teachers participated in the qualitative interviews. There were several interesting findings, the most important of which are that mathematics teachers' have only an average level of knowledge of ethnomathematics, they hold positive perceptions toward it in general, and they generally have positive conceptions about it. However, there are many obstacles that limit its integration in teaching, including students' beliefs about the limited use of mathematics in daily life. The study also found no statistically significant differences in the level of knowledge and integration of ethnomathematics attributable to gender, teaching experience, or teaching stage. The study makes several recommendations, the most significant being that meetings and workshops are needed to educate teachers about ethnomathematics and how to discover and integrate it in teaching school subjects.

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Section: Discussionmentioning

confidence: 99%

Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study

Khalil

2023

INT J INSTRUCTION

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“…Research on critical mathematics education has identified significant themes highlighting the role of SJM in supporting students' development of conscientização (critical consciousness) and fostering sociocultural identities and political subjectivities. Critical mathematics education also encourages action against social injustices, nurtures a sense of agency and promotes mathematical inquiry that deepens learners' understanding of sociocultural and political-economic contexts (see, for example, Ataide Pinheiro, 2022;Felton-Koestler, 2017Rankin et al, 2021;Register et al, 2022;Wright, 2016Wright, , 2021. Another crucial aspect of the epistemology of critical mathematics education concerns the definition of teaching for social justice.…”

Section: Critical Theory and Sjmmentioning

confidence: 99%

The sociopolitical turn in mathematics education and decolonial theory

Fúnez-Flores,

Ataide Pinheiro,

Ávila Mendoza

et al. 2024

London Review of Education

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This literature review examines how the theoretical perspectives aligned to the sociopolitical turn in mathematics inform social justice mathematics education. While existing literature has established the importance of social justice frameworks informed by critical theory, there has been limited exploration of critical race theory, poststructuralism and feminist theory, perspectives that offer a broader and more complex understanding of the social and political. After examining how these perspectives contribute to social justice mathematics, we explore the potential contributions of decolonial theory, particularly the way it unsettles accepted notions of social justice. By drawing and building on the sociopolitical turn in mathematics education, this article argues that decolonial thought can also assist in reimagining social justice mathematics education theoretically, methodologically and pedagogically. Ultimately, the article argues that there is no social justice without cognitive/epistemic and ontological justice, meaning that social justice loses ethical and political weight when modernity’s violent epistemic and ontological foundations are not questioned by social justice mathematics education research.

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“…They need a teacher preparation program that focuses their attention on the learning of the students they are teaching ( Kilpatrick, 2016 ). They must understand mathematics, teaching, and pedagogy ( Register et al, 2022 ). Proper understanding of mathematical problem solving and its teaching is an essential part of the professional quality of preservice mathematics teachers and can effectively guide their future teaching of mathematical problem solving.…”

Section: Introductionmentioning

confidence: 99%

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

Jiang

Zhang²,

Jiang³

et al. 2022

Front. Psychol.

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Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts a questionnaire survey on 26 preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers.

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Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice

Cited by 5 publications

References 35 publications

Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study

Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study

The sociopolitical turn in mathematics education and decolonial theory

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

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