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首页> 外文期刊>Journal of mathematics teacher education >Engaging with issues of emotionality in mathematicsteacher education for social justice
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Engaging with issues of emotionality in mathematicsteacher 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 andmathematics teaching in the context of the education of prospective teachers of mathe-matics. A relational approach to social justice calls for giving attention to enacting sociallyjust relationships in mathematics classrooms. Emotionality and social justice in teachingmathematics variously intersect, interrelate or interweave. An intervention, using creativeaction methods, with a cohort of prospective teachers addressing these issues is describedto illustrate the connection between emotionality and social justice in the context ofmathematics teacher education. Creative action methods involve a variety of dramatic,interactive and experiential tools that can promote personal and group engagement andembodied reflection. The intervention aimed to engage the prospective teachers with somekey issues for social justice in mathematics education through dialogue about the emo-tionality of teaching and learning mathematics. Some of the possibilities and limits ofusing such methods are considered.
机译：本文着眼于在未来的数学教师教育中社会正义，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。数学教学中的情感和社会正义相互交织，相互关联或交织。描述了一种使用创造性行动方法的干预措施，其中有一批准教师来解决这些问题，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体现。此项干预旨在通过就教与学数学的情感性进行对话，使准教师参与一些社会正义的数学教育关键问题。考虑了使用这种方法的一些可能性和局限性。

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