Teaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom

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Title Teaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom
Author Brown, Raymond Albert Joseph
Journal Name Journal of Mathematics Teacher Education
Year Published 2009
Place of publication Netherlands
Publisher Springer
Abstract Teaching for social justice in the mathematics classroom requires discernment between what 'should' be done to ensure accountability to the practices of the discipline and what 'could' be done to promote awareness of how those practices may be used to afford equity and access within the classroom. One approach to teaching and learning that may be used to promote discernment between the 'should' and the 'could' of the mathematics classroom is based upon the notion of 'community of practice'. This article explores written descriptions provided by students as they participate in a Year 7 mathematics classroom community of practice. Student descriptions are analysed in terms of student participation in the literacy practices of their mathematics classroom and in terms of the sense of agency that participation in these practices afforded different students. Connections are drawn between the development of student agency in the mathematics classroom and teaching for social justice.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1007/s10857-009-9110-7
Volume 12
Issue Number 3
Page from 171
Page to 185
ISSN 1386-4416
Date Accessioned 2010-03-01
Date Available 2010-08-05T07:15:16Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Mathematics and Numeracy Curriculum and Pedagogy
URI http://hdl.handle.net/10072/30061
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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