Considering the Social Justice Mathematical Journey of Secondary Mathematics Preservice Teachers
Keywords:mathematics, mathematics teaching, preservice teachers, social justice
AbstractIn this essay, the authors share some of their journey as they seek to make sense of what it might mean to prepare secondary mathematics preservice teachers to teach mathematics for social justice. The focus on how to prepare mathematics teachers to critically consider the world around them and to further develop the dispositions to become agents of change has been discussed in the research literature. What it might “look like” to enact this type of programmatic-level teaching at a college or university, however, has rarely been examined. Through the sharing of their thoughts and reflections, the authors hope others might draw inspiration to reconsider the teaching of mathematics courses for social justice at the program level.
The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.