Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers
Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers
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数学教学促进社会正义：城市高中数学教师实践共同体的思考
DOI：
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发表时间：
2009
影响因子：
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通讯作者：
L. Gonzalez
中科院分区：
文献类型：
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作者：
L. Gonzalez
在这篇文章中，作者报告了一项研究，部分探讨了七个纽约市公立高中数学教师作为数学教师和变革推动者的发展身份。作为一个实践社区，教师和作者/研究人员定期举行会议，讨论了数学教学促进社会正义的问题;探讨了围绕社会正义的活动和课程;并创建了一个研究单元，试图达到高中数学标准，同时解决影响城市学生生活的社会正义问题。作者报告的数学教师的日益增长的认识和关注注入到他们的教学，以及教师的不断发展的概念，这可能意味着什么教数学在城市学校，数学本身的性质，以及他们的角色作为教育工作者可能包括社会公正的问题。
In this article, the author reports on a study that explored, in part, the developing identities of seven New York City public high school mathematics teachers as teachers of mathematics and agents of change. Meeting regularly as a community of practice, the teachers and author/researcher discussed issues of teaching mathematics for social justice; explored activities and lessons around social justice; and created a unit of study that attempted to meet high school level mathematics standards, while addressing a social justice issue affecting the lives of urban students. The author reports on the mathematics teachers’ growing awareness of and concerns about infusing issues of social justice into their teaching as well as the teachers’ evolving conceptions of what it might mean to teach mathematics in an urban school, of the nature of mathematics itself, and of what their roles as educators might include.