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Teaching Mathematics and Science through a Social Justice Lens

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Title: Teaching Mathematics and Science through a Social Justice Lens
Language: English
Authors: Pourdavood, Roland G., Yan, Meng
Source: Journal of Urban Mathematics Education. Dec 2022 15(2):41-63.
Availability: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Higher Education
Postsecondary Education
High Schools
Descriptors: Mathematics Instruction, Science Instruction, Social Justice, Middle School Teachers, Preservice Teachers, High School Teachers, Consciousness Raising, Equal Education, Student Diversity, Cultural Differences
ISSN: 2151-2612
Abstract: Teaching mathematics and science embedded in social justice is not a familiar concept for many teachers, especially pre-service teachers. This qualitative, descriptive, and interpretative study examines the experiences and reflections of 26 middle grade and secondary pre-service mathematics and science teachers on teaching and learning mathematics and science through the social justice lens as they took a semester-long course concurrently with their student-teaching. The primary research question was, "How may a semester-long course focusing on teaching and learning mathematics and science with social justice awareness provide pre-service teachers with opportunities to reflect on and change their teaching practices?" Data included researchers' field notes and participating pre-service teachers' verbal discussions, written reflections, and classroom presentations. The findings suggest that teaching mathematics and science in the context of social justice enhanced the participating pre-services teachers' awareness of educational opportunity and equity. The findings also indicate teaching mathematics and science from the social justice perspective requires a paradigm shift in teaching and learning. Furthermore, the study exposes the limitations of the current school structure and culture for meaningful learning, the limitations of existing curricula and state-mandated texts, and the lack of adequate resources in teaching mathematics and science in social justice contexts.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1371286
Database: ERIC
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  Data: Teaching Mathematics and Science through a Social Justice Lens
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  Data: <searchLink fieldCode="AR" term="%22Pourdavood%2C+Roland+G%2E%22">Pourdavood, Roland G.</searchLink><br /><searchLink fieldCode="AR" term="%22Yan%2C+Meng%22">Yan, Meng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Urban+Mathematics+Education%22"><i>Journal of Urban Mathematics Education</i></searchLink>. Dec 2022 15(2):41-63.
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  Data: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
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– Name: Abstract
  Label: Abstract
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  Data: Teaching mathematics and science embedded in social justice is not a familiar concept for many teachers, especially pre-service teachers. This qualitative, descriptive, and interpretative study examines the experiences and reflections of 26 middle grade and secondary pre-service mathematics and science teachers on teaching and learning mathematics and science through the social justice lens as they took a semester-long course concurrently with their student-teaching. The primary research question was, "How may a semester-long course focusing on teaching and learning mathematics and science with social justice awareness provide pre-service teachers with opportunities to reflect on and change their teaching practices?" Data included researchers' field notes and participating pre-service teachers' verbal discussions, written reflections, and classroom presentations. The findings suggest that teaching mathematics and science in the context of social justice enhanced the participating pre-services teachers' awareness of educational opportunity and equity. The findings also indicate teaching mathematics and science from the social justice perspective requires a paradigm shift in teaching and learning. Furthermore, the study exposes the limitations of the current school structure and culture for meaningful learning, the limitations of existing curricula and state-mandated texts, and the lack of adequate resources in teaching mathematics and science in social justice contexts.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 41
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Consciousness Raising
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Student Diversity
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      – SubjectFull: Cultural Differences
        Type: general
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      – TitleFull: Teaching Mathematics and Science through a Social Justice Lens
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