Methods, Maps, and Meaningful Mathematics

Authors

  • Maria del Rosario Zavala

Abstract

This article is a reflection of one mathematics educator’s journey towards being a critical mathematics teacher educator. By illustrating the manner in which she selected, developed and provided an opportunity for bilingual pre-service teachers (BPSTs) to teach a mathematics lesson with a social justice component to fifth graders in a methods course, she reflects on her own growth and its potential for transformational pedagogy with her students and their future students. The decision making process of task selection, introduction of the task to BPSTs, and the support provided to them to teach the lesson, is articulated in order to make visible the challenge in transforming a teaching practice. Mathematics educators who are also seeking to infuse more
social-justice focused mathematics activities into their methods courses may relate to ideas in this article, and find support in reading the processes of an early-career teacher educator asking questions of her own praxis.

Downloads

Published

2024-02-15

Issue

Vol. 7 No. 1 (2016): Teaching for Excellence and Equity in Mathematics (TEEM): Special Issue on Social Justice

Section

Articles

License

Authors of papers submitted to TEEM agree not to publish or submit for publication their paper while it is under consideration for TEEM. Authors agree to transfer copyright of the paper to TODOS, but still keep the right to share (without charge) print or electronic copies of their TEEM article with their students and colleagues. Authors may post a pdf of their article on their personal or school’s website after that article’s issue of TEEM has been made available to all on the TODOS webpage (since the most current TEEM issue is available only to TODOS members).