Mathematics Pre-Service Teachers’ Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice
Author:
Affiliation:
1. Middle, Secondary and Mathematics Education, James Madison University, Harrisonburg, Virginia USA
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/00131725.2024.2368890
Reference79 articles.
1. Aguirre, J. (2009). Privileging mathematics and equity in teacher education: Framework, counter- resistance strategies and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, S., Powell, A. B., & Nelson-Barber, S. (Eds.), Culturally responsive mathematics education (pp. 295–319). Routledge.
2. Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task
3. Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility
4. Making culturally responsive mathematics teaching explicit: a lesson analysis tool
5. Developing robust forms of pre-service teachers’ pedagogical content knowledge through culturally responsive mathematics teaching analysis;Aguirre J. M.;Mathematics Teacher Education and Development,,2012
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