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

Raymond Brown

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

机译：社会正义教学：通过参与数学课堂的扫盲实践来探索学生中介的发展

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摘要

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.

机译：在数学教室中为社会正义而进行的教学需要在“应该”做什么以确保对学科实践的问责制与“可以”做什么之间进行区分，以提高人们对如何使用这些实践在内部获得公平和获取机会的认识。课堂。一种可以用来促进数学课堂的“应该”与“可以”之间区别的教学方法是基于“实践共同体”的概念。本文探讨了学生参加7年级数学课堂实践社区时提供的书面说明。根据学生参与其数学课堂的扫盲实践的参与程度以及参与这些实践为不同学生带来的代理感，对学生的描述进行了分析。数学课堂中学生代理的发展与社会正义教学之间存在联系。

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来源
《Journal of Mathematics Teacher Education》 |2009年第3期|171-185|共15页
作者
Raymond Brown;
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作者单位

Griffith University Brisbane Australia;

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原文格式 PDF
正文语种 eng
中图分类
关键词
Collective argumentation; Community of practice; Criticalmathematical literacy; Social justice; Student agency;

机译：集体论证;实践共同体;批判数学素养;社会正义;学生代理;

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1. Teaching for social justice: exploring the developmentof student agency through participation in the literacypractices of a mathematics classroom [J] . Raymond Brown Journal of mathematics teacher education . 2009,第3期

机译：社会正义教学：通过参与数学课堂的扫盲实践来探索学生会的发展
2. Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement? [J] . Marsha Ing, Noreen M. Webb, Megan L. Franke, Educational Studies in Mathematics . 2015,第3期

机译：学生参加小学数学课堂：教师实践与学生成就之间缺少联系吗？
3. Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement? [J] . Ing Marsha, Webb Noreen M., Franke Megan L., Educational studies in mathematics . 2015,第3期

机译：学生参与小学数学课堂：教师实践与学生成就之间缺少联系吗？
4. A reverse engineering approach to teach biology students mathematical complexity in ecology: Interdisciplinary teaching connects mathematical literacy and outdoor practice [C] . Silapachote Piyanuch, Srisuphab Ananta, Srikosamatara Sompoad 2014 International Conference on Teaching, Assessment and Learning . 2014

机译：反向工程方法向生物学学生教授生态学中的数学复杂性：跨学科教学将数学素养与户外实践联系起来
5. Exploring Social Studies Teaching: Student Perspectives of Teacher Practice in L2 Classrooms [D] . Rocco, Catrina. 2021

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6. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science Technology Engineering and Mathematics Classes [O] . Sarah L. Eddy, Mercedes Converse, Mary Pat Wenderoth 2015

机译：PORTAAL：一种课堂观察工具可评估大型科学技术工程和数学课程中基于证据的主动学习教学实践
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Teaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom

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