This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only coresearchers, 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 away from the “traditional” and toward a mathematics for social justice—a mathematics that is, indeed, compatible with the reform movements of the NCTM and GPS.
Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Becoming critical mathematics pedagogues: A journey. In L. Hart (Ed.), Proceedings of the second annual meeting of the Georgia Association of Mathematics Teachers Educators (pp. 1–10). Eatonton GA: Georgia Association of Mathematics Teachers Educators. Available at: www.gamte.org/GAMTE.Proceedings.2008.pdf
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