Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Education
Teaching Mathematics For Social Justice: Reflections On A Community Of Practice For Urban High School Mathematics Teacher, Lidia Gonzalez
Teaching Mathematics For Social Justice: Reflections On A Community Of Practice For Urban High School Mathematics Teacher, Lidia Gonzalez
Publications and Research
In this article, the author reports on a study that explored, in part, the developing identities of seven New York City public high school mathematics teachers as teachers of mathematics and agents of change. Meeting regularly as a community of practice, the teachers and author/researcher discussed issues of teaching mathematics for social justice; explored activities and lessons around social justice; and created a unit of study that attempted to meet high school level mathematics standards, while addressing a social justice issue affecting the lives of urban students. The author reports on the mathematics teachers, growing awareness of and concerns about …
Teachers Reflecting Differently: Deconstructing The Discursive Teacher/Student Binary, David W. Stinson, Ginny C. Powell
Teachers Reflecting Differently: Deconstructing The Discursive Teacher/Student Binary, David W. Stinson, Ginny C. Powell
Middle-Secondary Education and Instructional Technology Faculty Publications
This session explores the ways that practicing teachers came to reflect differently regarding the discursive teacher/student binary during a graduate-level course entitled “Mathematics Education within the Postmodern.” Using Dewey’s concept of reflective thinking, as well as Foucault’s discourse and Derrida’s deconstruction, we show how the course provided new suggestions for the students as they continued their journey of becoming teachers. Through interweaving comments written by the students with concepts borrowed from postmodern philosophers and theorists, we illustrate how the teachers began to understand that teachers and students might indeed be described differently in the postmodern.
Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …