What Counts as Teaching Mathematics for Social Justice? Investigating Preservice Secondary Mathematics Teachers' Perceptions

• In Event: Poster Session 2
  In Poster Session: Multiple Dimensions of Teaching in the Content Area

Abstract

Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions.  This approach has become the dominant definition of teaching mathematics for social justice (TMSJ).  Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine.  This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.

Authors

• Gabriela Elizabeth Vargas, University of Illinois at Urbana-Champaign

• Rochelle Gutierrez, University of Illinois at Urbana-Champaign

• Juan Manuel Gerardo, University of Illinois at Urbana-Champaign