Mathematics Teacher Education in the Public Interest
Equity and Social Justice
A volume in the series: Cognition, Equity & Society: International Perspectives. Editor(s): Bharath Sriraman, University of Montana.
Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals to support equity in mathematics education and to diversify student interest and participation in mathematics. These goals must also resonate with broader public interest goals to improve educational and social conditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aims to support mathematics teacher educators to prepare teachers with new knowledge and skills to support all students to learn mathematics and to become informed, engaged, and critical citizens within their community, nation, and world. While internationally there is considerable interest among mathematics educators in issues of equity and social justice, the literature on mathematics teacher education for equity and social justice thus far has been very limited.The book provides theoretical discussions on the need for equity and social justice emphases in mathematics teacher education, as well as practical examples from mathematics teacher educators, documenting their own professional efforts to center practices on equity and social justice. Section emphases include critical perspectives on mathematics teacher education, the use of equity and social justice-themed activities in mathematics teacher preparation courses, and issues of identity and community and cultural contexts in mathematics teacher education. In addition syntheses of major ideas of the book are offered by experienced researchers.
Series Foreword: Social Justice Revisited—In the Public Interest, Bharath Sriraman. Foreword, Eric (Rico) Gutstein. Acknowledgments. Introduction, Laura J. Jacobsen, Jean M. Mistele, and Bharath Sriraman. PART I: RESPECTING INDIVIDUALS AND COMMUNITIES IN MATHEMATICS EDUCATION. Teaching Other People’s Children to Teach Other People’s Children: Reflections on Integrating Equity Issues into a Mathematics Content Course for Elementary Teachers, Danny Bernard Martin. Finding—and Seeing—Third Spaces in a School-University Partnership, Corey Drake and Lori Norton-Meier. Teacher Pleasing and Student Identity, Richard S. Kitchen. Concerns of a Critical Mathematics Education:Challenges for Teacher Education, Ole Skovsmose and Miriam Godoy Penteado. PART II: ENSURING CHILDREN’S OPPORTUNITIES TO LEARN MATHEMATICS. Dogmatic Neoliberal Ideology Suppressing Talent Development in Mathematics: Implications for Teacher Education, Don Ambrose. Gender Issues and Mathematics Learning: What’s New “Down Under?” Helen J. Forgasz. Moving Off Track: Mathematics Teacher Education for All Attainment Teaching, Mark S. Boylan and Hilary Povey. Counteracting the Language of Math Ability: Prospective Teachers Explore the Role of Status in Elementary Classrooms, Sandra Crespo and Helen Featherstone. PART III: PROMOTING COMMUNITY AND SOCIAL JUSTICE WITH MATHEMATICS. This Project Opened My Eyes: Preservice Elementary Teachers Learning to Connect School, Community and Mathematics, Erin E. Turner, Rodrigo J. Gutiérrez, and Maura Varley Gutiérrez. Teaching Mathematics for Equity and Social Justice in a Mathematics Methods Course for Future Elementary Teachers, Joy A. Oslund. Math Isn’t Just Numbers or Algorithms: Mathematics for Social Justice in Preservice K-8 Content Courses, Joy A. Oslund-Mathew D. Felton, KsenijaSimic-Muller, and José María Menéndez. Closing Remarks, Richard S. Kitchen. About the Contributors.
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