Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task
Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task
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让教师参与数学建模和社会正义的强有力结合：弗林特水任务
DOI：
10.5951/mathteaceduc.7.2.0007
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
K. Simić
中科院分区：
文献类型：
--
作者：
J. Aguirre;C. Anhalt;R. Cortez;Erin E. Turner;K. Simić
数学教师教育中的两大挑战是培养教师对(A)响应文化的、注重社会公正的数学教学方法和(B)将数学建模作为数学内容和实践标准的理解。尽管这些挑战看起来可能是不同的，但本文中描述的创新旨在以协同的方式应对这两个挑战。这项创新专注于与密歇根州弗林特市持续的水危机相关的数学建模任务。通过对教师现场笔记、教师生成的数学模型和教师调查问卷的定性分析，我们发现参与弗林特水任务(FWT)的教师参与了数学建模和关于社会和环境正义的批判性讨论。证据表明，通过使用数学建模来调查和分析重要的社会正义问题，将这两个重点结合起来，对于致力于以公平为基础的数学教育的数学教师教育工作者来说，可能是一种高杠杆的做法。讨论了在职前和在职数学教师教育中整合社会公正和数学建模的意义。
Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teachergenerated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci–by using mathematical modeling to investigate and analyze important social justice issues–can be a high-leverage practice for mathematics teacher educators committed to equity-based mathematics education. Implications for integrating social justice and mathematical modeling in preservice and in-service mathematics teacher education are discussed.