Teaching for social justice: exploring the developmentof student agency through participation in the literacypractices of a mathematics classroom

Raymond Brown

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Teaching for social justice: exploring the developmentof student agency through participation in the literacypractices 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会的发展

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Teaching for social justice in the mathematics classroom requires discernmentbetween what 'should' be done to ensure accountability to the practices of the disciplineand what 'could' be done to promote awareness of how those practices may be used toafford equity and access within the classroom. One approach to teaching and learning thatmay be used to promote discernment between the 'should' and the 'could' of the mathe-matics classroom is based upon the notion of 'community of practice'. This article exploreswritten descriptions provided by students as they participate in a Year 7 mathematicsclassroom community of practice. Student descriptions are analysed in terms of studentparticipation in the literacy practices of their mathematics classroom and in terms of thesense of agency that participation in these practices afforded different students. Connec-tions are drawn between the development of student agency in the mathematics classroomand teaching for social justice.

机译：在数学课堂上的社会正义教学需要辨别出来，以确保对纪律的做法进行讨论，以便在促进这些做法如何使用在课堂内使用TOU的认识。教学和学习的一种方法，即用于促进“应该”和“应该”的Mathe-Matics课堂之间的识别，基于“惯例”的概念。本文探讨了学生提供的描述，因为他们参加了一年的7个数学类别惯例。在他们数学课堂的扫盲行事中，在他们的数学课堂上的识字实践方面分析了学生描述，参与这些做法的机构提供了不同的学生。在社会正义教学中学生局的发展之间绘制了联系人。

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来源
《Journal of mathematics teacher education》 |2009年第3期|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
中图分类教育;
关键词
Collective argumentation; Community of practice; Criticalmathematical literacy; Social justice; Student agency;

机译：集体论证;实践社区;批判性素养;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. Teaching and Learning About Diversity and Social Justice at the Graduate Level: Students' Attitudes Toward Classroom Sharing [J] . Elizabeth Rupert, Audrey Falk Multicultural perspectives . 2018,第3期

机译：研究生阶段关于多样性和社会正义的教与学：学生对课堂共享的态度
3. Promoting Students’ Self-Directed Learning Ability through Teaching Mathematics for Social Justice [J] . Richard Voss, Tony Rickards Journal of Education and Practice . 2016,第26期

机译：通过为社会正义教学，促进学生的自我导向学习能力
4. Exploring the Social Interaction of Autistic Students of Elementary and Junior High School Students Through the Teaching of Social Skills in Virtual Reality [C] . Chia-Chi Yeh, Ying-Ru Meng Indo – Taiwan International Conference on Computing, Analytics and Networks . 2020

机译：通过虚拟现实中的社交技能教学探索中小自闭症学生的社交互动
5. Reframing participation: How mathematics classrooms afford opportunities for mathematical activity that is meaningful to students from diverse social and cultural backgrounds. [D] . Hand, Victoria Marguerite. 2003

机译：重新定义参与：数学教室如何为来自不同社会和文化背景的学生提供有意义的数学活动机会。
6. Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation With Social Work Students [O] . Melanie Sage, Patti Sele -1

机译：反思性日记作为一种翻转课堂技术可以提高社会工作学生的阅读和参与度
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Teaching for social justice: exploring the developmentof student agency through participation in the literacypractices of a mathematics classroom

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