Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals

Author:
Tonya Gau Bartell Michigan State University

Search for other papers by Tonya Gau Bartell in
Current site
Google Scholar
PubMed
Close

This article describes teachers' collective work aimed at learning to teach mathematics for social justice. A situated, sociocultural perspective of learning guides this examination of teachers' negotiation of mathematical goals and social justice goals as they developed, implemented, and revised lessons for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals. Analysis revealed that early tensions arose around balancing these goals, that teachers focused more attention on the social justice component, and that the instantiation of these goals in practice proved difficult. Variables that afford or constrain teachers' roles as social justice educators are discussed, and implications for teacher professional development are suggested.

Contributor Notes

Tonya Gau Bartell, Department of Teacher Education, Michigan State University, 116N Erickson Hall, East Lansing, MI 48824; tbartell@msu.edu

(Corresponding author is Bartell tbartell@msu.edu)
  • Collapse
  • Expand
Journal for Research in Mathematics Education
All Time Past Year Past 30 Days
Abstract Views 4493 1429 206
Full Text Views 454 92 10
PDF Downloads 639 204 13
EPUB Downloads 0 0 0