496
Views
1
CrossRef citations to date
0
Altmetric
Article

Mathematics to Understand and Critique the World: Reconceiving Mathematics in a Mathematics Content Course for Elementary School Teachers

ORCID Icon &

References

  • Aguirre, J. (2009). Privileging mathematics and equity in teacher education: Framework, counter-resistance strategies and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally Responsive Mathematics Education. (pp. 295-319). Hoboken: Taylor & Francis.
  • Aguirre, J., Anhalt, C. O., Cortez, R., Turner, E. E., & Simic-Muller, K. (2019). Engaging teachers in the powerful combination of mathematical modeling and social justice: The flint water task. Mathematics Teacher Educator, 7(2), 7–26. https://doi.org/10.5951/mathteaceduc.7.2.0007
  • Aguirre, J., Herbel-Eisenmann, B., Celedon-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., Clements, D. H., & Pape, S. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124–147. https://doi.org/10.5951/jresematheduc.48.2.0124
  • Aguirre, J., Turner, E., Bartell, T. G., Drake, C., Foote, M., & McDuffie, A. R. (2019). Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases Across Multiple Contexts. In International Handbook of Mathematics Teacher Education: Volume 3 (pp. 289–320). Retrieved from https://brill.com/view/book/edcoll/9789004419230/BP000022.xml
  • Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129–163. https://doi.org/10.5951/jresematheduc.44.1.0129
  • Berliner, D. C., & Glass, G. V. (2014). 50 myths and lies that threaten America’s public schools: The real crisis in education. Teachers College Press.
  • Brantlinger, A. (2013). Between politics and equations: Teaching critical mathematics in a remedial secondary classroom. American Educational Research Journal, 50(5), 1050–1080. https://doi.org/10.3102/0002831213487195
  • Braun, Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Chubbuck, S. M., & Zembylas, M. (2008). The emotional ambivalence of socially just teaching: A case study of a novice urban schoolteacher. American Educational Research Journal, 45(2), 274–318. https://doi.org/10.3102/0002831207311586
  • Cobb, G. W., & Moore, D. S. (1997). Mathematics, statistics, and teaching. The American Mathematical Monthly, 104(9), 801–823. https://doi.org/10.1080/00029890.1997.11990723
  • Cochran-Smith, M. (2010). Toward a Theory of Teacher Education for Social Justice. In: Hargreaves A., Lieberman A., Fullan M., Hopkins D. (eds) Second International Handbook of Educational Change. Springer International Handbooks of Education, vol 23. Springer, Dordrecht
  • Confrey, J. (2010). Both Equity and mathematics: A response to Martin, Gholson, and Leonard. Journal of Urban Mathematics Education, 3(2), 25–33.
  • Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. J. Rodriguez, & R. S. Kitchen (Eds.), Preparing mathematics and Science Teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Laurence Erlbaum.
  • Ernest, P. (2000). Why teach mathematics. Why Learn Maths, 1–14. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/why.htm
  • Esmonde, I. (2014). “Nobody’s rich and nobody’s poor … it sounds good, but it’s actually not”: Affluent students learning mathematics and social justice. Journal of the Learning Sciences, 23(3), 348–391. https://doi.org/10.1080/10508406.2013.847371
  • Feiman-Nemser, S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103(6), 1013-1055.
  • Felton-Koestler, M. D. (2010). Is math politically neutral. Teaching Children Mathematics, 17(2), 60–63.
  • Felton-Koestler, M. D. (2017). Mathematics education as sociopolitical: Prospective teachers’ views of the What, Who, and How. Journal of Mathematics Teacher Education, 20(1), 49–74. https://doi.org/10.1007/s10857-015-9315-x
  • Felton-Koestler, M. D., & Koestler, C. (2015). “Math is all around us and … We can use it to help us”: Teacher agency in mathematics education through critical reflection. The New Educator, 11(4), 260–276. https://doi.org/10.1080/1547688X.2015.1087745
  • Felton-Koestler, M. D., Simic-Muller, K., & Menéndez, J. M. (2017). Reflecting the world: A guide to incorporating equity in mathematics teacher education. IAP.
  • Frankenstein, M. (1983). Critical mathematics education: An application of Paulo Freire’s epistemology. Journal of Education, 165(4), 315–339. https://doi.org/10.1177/002205748316500403
  • Frankenstein, M. (1990). Incorporating race, gender, and class issues into a critical Mathematica literacy curriculum. The Journal of Negro Education, 59(3), 336–347. https://doi.org/10.2307/2295568
  • Freire, P. (1970). Pedagogy of the oppressed (MB Ramos. (Trans. 30th anniversary). New York: Continuum.Chicago
  • Garfield, J., & Ben-Zvi, D. (2008). Developing students’ statistical reasoning: Connecting research and teaching practice. Springer Science & Business Media.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
  • Greer, B., Verschaffel, L., & Mukhopadhyay, S. (2007). Modelling for Life: Mathematics and Children’s Experience. In: Blum W., Galbraith P.L., Henn HW., Niss M. (eds) Modelling and Applications in Mathematics Education. New ICMI Study Series, vol 10. Springer, Boston, MA
  • Groth, R. E., & Bergner, J. A. (2006). Preservice elementary teachers’ conceptual and procedural knowledge of mean, median, and mode. Mathematical Thinking and Learning, 8(1), 37–63. https://doi.org/10.1207/s15327833mtl0801_3
  • Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4(2–3), 145–187. https://doi.org/10.1207/S15327833MTL04023_4
  • Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy and Education, 18(3), 9–16. https://pdfs.semanticscholar.org/f1c0/156a3609bb0344bbe2d8d77bb8db7daa8b52.pdf
  • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68. https://doi.org/10.5951/jresematheduc.44.1.0037
  • Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37–73. https://doi.org/10.2307/30034699
  • Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Taylor & Francis.
  • Gutstein, E. (2008). The political context of the national mathematics advisory panel. The Mathematics Enthusiast, 5(2), 415–422. Available at: https://scholarworks.umt.edu/tme/vol5/iss2/22
  • Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the numbers. Rethinking Schools.
  • Hammerness, K. (2005). How teachers learn and develop. Preparing Teachers for a Changing World, What Teachers Should Learn and Be Able to Do, Linda Darling-Hammond, John Bransford (Eds.), 358–389. https://www.wiley.com/en-us/Preparing+Teachers+for+a+Changing+World%3A+What+Teachers+Should+Learn+and+Be+Able+to+Do-p-9780787996345
  • Keitel, C., & Vithal, R. (2008). Mathematical power as political power–the politics of mathematics education. In In: Clarkson P., Presmeg N. (eds.), Critical issues in mathematics education (pp. 167–188). Springer.
  • Koestler, C., (Producer). (2019). Teaching is never neutral. EdTalks. https://www.youtube.com/watch?v=Bio5XkflNSo
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
  • Leonard, J., & Moore, C. M. (2014). Learning to enact social justice pedagogy in mathematics classrooms. Action in Teacher Education, 36(1), 76–95. https://doi.org/10.1080/01626620.2013.861371
  • Mistele, J. M., & Spielman, L. J. (2009). Engaging preservice teachers in mathematics: Social analysis in the mathematics classroom. Democracy & Education, 18(3), 64–67. https://eric.ed.gov/?id=EJ856300
  • National Research Council (Ed.). (2001). Adding it up: Helping children learn mathematics. National Academy Press.
  • NCTM, N. C. O. T. O. M. (2018). Catalyzing change in high school mathematics: Initiating critical conversations. Author Reston.
  • Olanoff, D., Lo, -J.-J., & Tobias, J. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on fractions. The Mathematics Enthusiast, 11(2), 267–310. https://scholarworks.umt.edu/tme/vol11/iss2/5
  • Raygoza, M. C. (2019). Quantitative Civic Literacy. Occasional Paper Series, 2019(41), 3. https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/3/
  • Rodríguez, A. J., & Kitchen, R. S. (2004). Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy. Routledge.
  • Rubel, L. H. (2016). Speaking up and speaking out about gender in mathematics. The Mathematics Teacher, 109(6), 434–439. https://doi.org/10.5951/mathteacher.109.6.0434
  • Seale, C. (2019). Seattle public schools’ plan for math and social justice actually adds up. Forbes. https://www.forbes.com/sites/colinseale/2019/11/23/seattle-public-schools-plan-for-math-and-social-justice-actually-adds-up/#22a869464ac2
  • Smith, D. J. (2011). If the world were a village-: A book about the world’s people. Kids Can Press Ltd.
  • Stocker, D. (2017). Maththatmatters: A teacher resource linking math and social justice. Canadian Centre for Policy Alternatives.
  • Sugimoto, A. T., & Carter, K. (2015). The story of schools, schooling, and students from the 1960s to the present. In K. Bosworth (Ed.), Prevention science in school settings (pp. 19–44). Springer.
  • Turner, E. E., & Font Strawhun, B. T. (2007). Posing problems that matter: Investigating school overcrowding. Teaching Children Mathematics, 13(9), 457–463. https://eric.ed.gov/?id=EJ764923
  • Walsh, C. E. (1991). Pedagogy and the struggle for voice: Issues of language, power, and schooling for Puerto Ricans. Praeger Pub Text.
  • Yeh, C., & Otis, B. M. (2019). Mathematics for whom: Reframing and humanizing mathematics. Occasional Paper Series, 2019(41), 8. https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/8/

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.