Open Access. Powered by Scholars. Published by Universities.®
Secondary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Mathematics education (7)
- Urban mathematical education (6)
- Mathematics education research (3)
- Social studies teaching (3)
- Urban mathematics education (3)
-
- Mathematics educators (2)
- Mathematics instruction (2)
- Race (2)
- Segregation (2)
- Active learning (1)
- American civil rights (1)
- Analysis (1)
- Antebellum America (1)
- Atlanta (1)
- Atlanta Benjamin Banneker Association (BBA) Conference (1)
- Atlanta Georgia (1)
- Attorney General Eric Holder (1)
- Benjamin Banneker (1)
- Benjamin Banneker Association (1)
- Benjamin Mays (1)
- Chinese cultural revolution (1)
- Citizenship (1)
- Civics (1)
- Collaborative inquiry (1)
- Critical Postmodern Theory (1)
- Critical Race Theory (1)
- Critical Theory (1)
- Critical mathematics educators (1)
- Critical pedagogy; mathematics education; social justice mathematics; teacher education; teacher practices (1)
- Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students (1)
- Publication
- Publication Type
Articles 31 - 33 of 33
Full-Text Articles in Secondary Education and Teaching
Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman
Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman
Middle-Secondary Education and Instructional Technology Faculty Publications
This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical …
What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson
What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
No abstract provided.
Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson
Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, …