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.
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/
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