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1.
Abstract

We present a mathematical activity called graph talks as a new pedagogical routine to intertwine social justice issues and mathematics. Adapted from number talks, graph talks involve students analyzing, interpreting, and discussing real-life data represented in graphs. Graphs may be strategically selected to both highlight a relevant social justice issue while also reinforcing the mathematics content of the course. We report on experiences using graph talks in undergraduate mathematics content courses for future teachers in the USA, and provide examples of the undergraduates doing mathematics while analyzing the social justice context of the graphs.  相似文献   

2.
Abstract

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.  相似文献   

3.

In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties.  相似文献   

4.
Abstract

It is widely accepted in the mathematics education community that pedagogies oriented toward inquiry are aligned with a constructivist theory of learning, and that these pedagogies effectively support students’ learning of mathematics. In order to promote such an orientation, we first separate the idea of inquiry from its conception as a collection of methods. Then, by grounding those methods in a generally accepted theory of learning, we construct an inquiry-oriented pedagogy from a constructivist perspective. We then discuss the implications of this pedagogy for the design of mathematical tasks that democratize student access to inquiry. This work has implications for educators who wish to enact an inquiry-oriented pedagogy in their classroom in order to support their students’ problem solving and problem posing.  相似文献   

5.
Researchers and theorists in education have offered persuasive arguments and evidence documenting the need for, and benefits of, education for social justice. Despite these efforts the intersection of social justice with interdisciplinary curricular designs remains underexplored. This article argues that social justice education is enriched through interdisciplinary curricula, in that it holds the potential for students to develop deeper conceptions of social justice and experience deeper learning outcomes related to content knowledge across subject matter areas. Central to this argument is the notion that situating disciplinary relationships explicitly within social justice perspectives encourages an emphasis on broader and richer sociopolitical consciousness among learners. We draw on historical and contemporary narratives to position social justice in mathematics and social studies education. As researchers in these two fields, we envision greater possibilities for the advancement of knowledge, and we envision learning from inequalities and resisting oppression by nurturing deeper, more explicit connections between mathematics and social studies. We conclude this article with three overviews of learning segments as potential representations of interdisciplinary mathematics-social studies for social justice work in secondary school contexts.  相似文献   

6.
Mike Pinter  Linda Jones 《PRIMUS》2019,29(9):982-996
Abstract

We describe a successful collaboration between mathematics and psychological science faculty members to create a learning community for our students that linked sections of introductory mathematical reasoning and psychological science courses. The students in our learning community were in their second or third semester. The learning community is designed so that, throughout the semester, students regularly move across the border between the two linked disciplines by completing common assignments, including a group project. We modified our existing course topics and frameworks to be intentional about building connections between the courses.  相似文献   

7.
Abstract

In this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.  相似文献   

8.
ABSTRACT

Using the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents – teachers and students – across sectors that mirror Israeli society’s major divide: Jewish and Arab-Palestinian. Findings suggest that educational agents and ethnonational affiliation play a major role in recreating national heritages and the different ways in which they understand social justice their lives.  相似文献   

9.
Gizem Karaali 《PRIMUS》2019,29(3-4):312-327
Abstract

We provide context and motivation for an instructor to use real-life examples in the calculus classroom. To this end we describe two specific project ideas, one related to the devastating impact of methylmercury fungicide in a grain seed supply and the other to a catastrophic methane leak. By using calculus in contexts that have social justice implications, we hope to empower students to reason for themselves, to use mathematics as a powerful tool to deepen their understanding of the world, and ultimately, to effectively confront the challenges society faces.  相似文献   

10.
ABSTRACT

This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group.

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11.
Abstract

Many students from disadvantaged homes participating in Programme for International Student Assessment (PISA) 2012 were classified as academic resilient (called disadvantaged high achiever, the DHA in this study). In comparison with peers of comparable home background status, there were also students from advantaged homes performing far behind standard in mathematical literacy performance (called advantaged low achiever, the ALA). Drawing data from the PISA 2012, this study sought to examine the similarities and differences in learning mathematics characteristics (ie gender, family and academic background, and resilience in learning variables) amongst students of the top five high-performing Asian economies, ie Shanghai, Singapore, Hong Kong, Taiwan and Korea. The results of the logistic regression analyses showed that variables like family and academic background, as well as resilience in learning mathematics variables (eg familiarity with mathematical concept, mathematics self-efficacy, mathematics self-concept and mathematics anxiety) are able to predict whether a student of comparable disadvantaged (or advantaged) home background is more likely to be classified as DHA (or ALA) or not. The findings are important to shed light on the principles and methods of mathematics education so as to help the low achievers, whether advantaged or disadvantaged, to advance to higher level of mathematical literacy attainment.  相似文献   

12.
Abstract

The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.  相似文献   

13.
Abstract

This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (1) several sets of comic strips expounding all related mathematical concepts in a lively way; (2) tiered practice questions for learning reinforcement; and (3) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and 11 students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies.  相似文献   

14.
In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics. In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional approaches that support the learning of mathematics through the process of guided reinvention.  相似文献   

15.
ABSTRACT

The objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention.  相似文献   

16.
K. Simic-Muller 《PRIMUS》2019,29(3-4):259-280
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17.
The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.  相似文献   

18.
Abstract

The effects of 3 instructional methods on mathematical reasoning were investigated. The methods are (a) cooperative learning embedded within multilevel metacognitive training (MMT), (b) cooperative learning embedded within unilevel metacognitive training (UMT), and (c) learning in the whole class with no metacognitive training. MMT was implemented in mathematics and English classrooms; UMT was used only in mathematics classrooms; and the whole class with no metacognitive training served as a control group. Results indicated that students who were exposed to MMT significantly outperformed their counterparts who were exposed to UMT who, in turn, significantly outperformed the control group. Effects of MMT were observed on students while they solved mathematical problems. Theoretical and practical implications of the study are discussed.  相似文献   

19.
Abstract

The purpose of this study is to examine how fifth grade students were impacted by the infusion of multiple writing tasks in mathematics. In this study, writing tasks provided opportunities for students to communicate prior knowledge, share ideas to construct and justify arguments, for reflection, and assessment. In this deductive qualitative study, students’ work samples were analyzed. Findings indicated that students grew in their understanding of mathematics and ability to self-reflect and self-evaluate through multiple opportunities to write for a variety of purposes. The opportunities for constructing mathematical understanding with activities that included writing and discourse also fostered learning between peers. The findings suggest a variety of opportunities to write and engage in mathematics discourse encouraged reflection, evaluation, and learning. Implications for future research include the need to examine the impact of these activities on students’ mathematics understanding as measured by assessments or an analysis of student work samples.  相似文献   

20.
Abstract

Our particular flavor of inquiry-based learning (IBL) uses mathematical discourse, conversations, and discussions to empower students to deepen their mathematical thinking, building on strengths of students in the humanities. We present an organized catalog of powerful questions, discussion prompts, and talk moves that can help faculty facilitate a classroom focused on mathematical discourse. The paper brings this discourse alive through classroom vignettes and explores various teacher moves and their impacts. The mathematical theme of the classroom investigations, Maypole dance patterns, stems from the learning guide “Discovering the Art of Mathematics: Dance.” Both authors are part of the NSF-funded project “Discovering the Art of Mathematics,” which provides IBL materials for mathematics for liberal arts courses, see www.artofmathematics.org.  相似文献   

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