Eco-Justice Mathematics Education for Preservice Elementary and Secondary Mathematics Teachers

• In Event: Roundtable Session 13
  In Roundtable Session: Public Scholarship Toward Social Justice and Sustainability in Teacher Education

Abstract

Mathematics, often viewed as a “universal language” plays a central role in western industrial cultural. EcoJustice Mathematics Education (EJME) rejects mathematics' claims to universality and rationality, with support from philosophies of mathematics (e.g. de Freitas & Sinclair, 2013; Ernest, 2012) and anthropologies of mathematics (e.g. D'Ambrosio, 2001), and simultaneously recognizes the importance mathematics will play in addressing 21st century challenges of social injustice and environmental degradation. EJME broadens the work of critical mathematics educators (CME, e.g. Skovsmose 2011, Martin, 2008, Gutstein, 2006) by addressing western industrial culture's logic of domination in all its forms (male superiority, white supremacy, androcentrism, heteronormativity, ableism, etc). Because mathematics, as it is typical perceived, is pivotal to maintaining such logics, mathematics education plays a critical role in perpetuating and/or disrupting cultural practices and western societal norms. This paper first outlines the theoretical framework of EJME and next details the authors' development of 2 modules used in pre-service mathematics education classrooms (one elementary, one secondary). Third, qualitative analysis of data collected before and after these modules is presented to indicate whether pre-service teachers have 1) changed their understanding of mathematics, 2) changed their understanding of mathematics' role in social and environmental issues, 3) increased their ability to design mathematics lesson plans that address social and environmental issues, and 4) as future mathematics teachers, (further) developed a sense of responsibility to interrupt western industrial culture's habits of mind.

Author

• Nataly Z. Chesky, SUNY - College at New Paltz