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首页> 外文期刊>Journal for research in mathematics education >Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals
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Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals

机译：学会教社会正义的数学：谈判社会正义和数学目标

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摘要

This article describes teachers' collective work aimed at learning to teach mathematics for social justice. A situated, sociocultural perspective of learning guides this examination of teachers' negotiation of mathematical goals and social justice goals as they developed, implemented, and revised lessons for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals. Analysis revealed that early tensions arose around balancing these goals, that teachers focused more attention on the social justice component, and that the instantiation of these goals in practice proved difficult. Variables that afford or constrain teachers' roles as social justice educators are discussed, and implications for teacher professional development are suggested.
机译：本文介绍了教师的集体工作，旨在学习教授社会正义的数学。处在社会文化氛围中的学习观指导教师对数学目标和社会正义目标在制定，实施和修订社会正义课程方面的谈判进行考察。使用扎根的理论方法对教师的访谈，讨论，课程和书面反思进行了分析，并检查了教师关于数学目标与社会正义目标之间关系的对话。分析表明，围绕这些目标的平衡出现了早期的紧张气氛，教师更加关注社会正义部分，并且在实践中难以实现这些目标。讨论了赋予或限制教师作为社会正义教育者的角色的变量，并提出了对教师专业发展的启示。

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