Mathematics Pre-Service Teachers' Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice

被引：0
|
作者：
Aga, Zareen Gul [1 ]
机构：
[1] James Madison Univ, Mem Hall,MSc 6907,395 South high St, Harrisonburg, VA 22807 USA
来源：
EDUCATIONAL FORUM | 2025年 / 89卷 / 02期
关键词：
Mathematics pre-service teachers; mathematics teacher preparation; mathematics and social justice; culturally responsive pedagogy; CORE PRACTICES; EDUCATION; KNOWLEDGE; ISSUES; FRAMEWORK; PEDAGOGY; EQUITY; MATH;
D O I：
10.1080/00131725.2024.2368890
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article explores how one mathematics teacher educator working with mathematics pre-service teachers provided opportunities for their learning about culturally responsive mathematics teaching and teaching mathematics for social justice. Findings have implications for mathematics teacher preparation. In particular, it is important to allay pre-service teachers' concerns by building partnerships and having conversations with school administrators and other stake holders. Mathematics teacher educators must also help broaden pre-service teachers' perceptions about teaching and learning of mathematics.
引用
收藏
页码：210 / 227
页数：18
相关论文
共 50 条
12345