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首页> 外文期刊>Journal of Mathematics Teacher Education >Engaging with issues of emotionality in mathematics teacher education for social justice
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Engaging with issues of emotionality in mathematics teacher education for social justice

机译：在社会正义的数学师范教育中处理情感问题

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This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, using creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered.
机译：本文着眼于在未来的数学老师的教育背景下社会正义，情感与数学教学之间的关系。社会正义的关系方法要求引起重视，在数学课堂上建立社会公正的关系。在数学教学中，情感和社会正义相互交织，相互关联或交织在一起。描述了一种采用创造性行动方法的干预措施，并由一批准教师解决了这些问题，以说明在数学教师教育背景下情绪与社会公正之间的联系。创造性行动方法涉及各种戏剧性，互动性和体验性工具，可以促进个人和团体的参与以及具体化的反思。此项干预旨在通过就教与学数学的情感进行对话，使准教师参与一些数学教育中的社会正义问题。考虑了使用这种方法的一些可能性和局限性。

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