Document Type
Article
Publication Date
2007
Abstract
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 philosophies and practices (and research agendas) away from the “traditional” and toward a mathematics for social justice.
Recommended Citation
Stinson, D. W., Bidwell, C. R., Jett, C. C., Powell, G. C., & Thurman, M. M. (2007). Critical mathematics pedagogy: Transforming teachers’ practices. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Proceedings of the 9th International Conference: Mathematics Education in a Global Community (619–624). Charlotte, NC: Mathematics Education into the 21st Century. Available at: http://math.unipa.it/~grim/21_project/21_charlotte_StinsonPaperEdit.pdf Also available at: http://digitalarchive.gsu.edu/msit_facpub/18/
Included in
Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Secondary Education and Teaching Commons
Comments
This article was originally published in the Proceedings of the 9th International Conference: Mathematics Education in a Global Community. It is posted here with the permission of the author.