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Full-Text Articles in Education
Teaching Statistics For Social Justice - An Autoethnographic Research Report, Sheffield L. Dacia, Sierra Brooks, Basil M. Conway, Ha Nguyen
Teaching Statistics For Social Justice - An Autoethnographic Research Report, Sheffield L. Dacia, Sierra Brooks, Basil M. Conway, Ha Nguyen
Georgia Educational Researcher
The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors’ personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics …
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Georgia Educational Researcher
This pilot qualitative study explored K-8 pre-service teachers (PSTs)’ learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An
Georgia Educational Researcher
In this paper, we—one mathematics teacher educator and one social studies teacher educator—describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World”, teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in …