Transforming elementary preservice teachers' mathematical knowledge for and through social understanding
Elementary preservice elementary teachers (PSTs) often enter collegiate courses with limited mathematical understanding and narrow perspectives of critical social issues. This case study examines what happened to perceptions of mathematics knowledge as well as social issue knowledge when the two were integrated in a one-semester mathematics content course for elementary PSTs. Data analysis revealed parallels between mathematics and social issue knowledge early in the semester and at the end of the semester. Data also indicated that some participants exhibited signs of resistance to changing their initial knowledge and understandings.
Social justice mathematics, Preservice teacher education, Elementary teachers.
Bateiha, S. y Reeder, S. (2014). Transforming elementary preservice teachers' mathematical knowledge for and through social understanding. International Journal of Education for Social Justice (RIEJS), 3(1), 71-86.