IDEAS home Printed from https://ideas.repec.org/a/gam/jmathe/v10y2022i6p896-d768883.html
   My bibliography  Save this article

Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice

Author

Listed:
  • Jordan Register

    (Departments of Mathematics and Statistics and Middle, Secondary, and K-12 Education, University of North Carolina at Charlotte, Charlotte, NC 28223, USA)

  • Anthony Fernandes

    (Department of Mathematics & Statistics, University of North Carolina at Charlotte, Charlotte, NC 28223, USA)

  • David Pugalee

    (Center for Science, Technology, Engineering, and Mathematics Education, University of North Carolina at Charlotte, Charlotte, NC 28223, USA)

Abstract

This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation.

Suggested Citation

  • Jordan Register & Anthony Fernandes & David Pugalee, 2022. "Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice," Mathematics, MDPI, vol. 10(6), pages 1-27, March.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:6:p:896-:d:768883
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2227-7390/10/6/896/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2227-7390/10/6/896/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Jordan Register & Michelle Stephan & David Pugalee, 2021. "Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education," Mathematics, MDPI, vol. 9(8), pages 1-24, April.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jmathe:v:10:y:2022:i:6:p:896-:d:768883. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.