Considering the Social Justice Mathematical Journey of Secondary Mathematics Preservice Teachers

Authors

  • Laura McLeman
  • Joyce Piert

DOI:

https://doi.org/10.21423/jume-v6i1a197

Keywords:

mathematics, mathematics teaching, preservice teachers, social justice

Abstract

In 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.

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Published

2013-06-17

How to Cite

McLeman, L., & Piert, J. (2013). Considering the Social Justice Mathematical Journey of Secondary Mathematics Preservice Teachers. Journal of Urban Mathematics Education, 6(1), 71–80. https://doi.org/10.21423/jume-v6i1a197