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Title:Reimagining teaching mathematics for social “(in)justice” for secondary mathematics teachers
Author(s):Vargas, Gabriela Elizabeth
Advisor(s):Gutiérrez, Rochelle
Contributor(s):González, Gloriana; Rana, Junaid
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:M.S.
Genre:Thesis
Subject(s):social justice mathematics
teacher education
critical mathematice
Abstract:Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach has become the dominant definition of teaching mathematics for social justice (TMSJ). Yet, carrying out such a version requires knowledges, skills, and life experiences that many teachers lack. Without broader definitions of TMSJ, we run the risk of overwhelming novice teachers or limiting versions more experienced teachers might imagine. This paper investigates the views of TMSJ that pre-service secondary mathematics teachers embrace once they have been exposed to a variety of media and individuals.
Issue Date:2019-03-29
Type:Text
URI:http://hdl.handle.net/2142/105151
Rights Information:Copyright 2019 Gabriela Vargas
Date Available in IDEALS:2019-08-23
Date Deposited:2019-05


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