Mathematics teacher education in the public interest : equity and social justice / edited by Laura J. Jacobsen (Radford University), Jean Mistele (Radford University), and Bharath Sriraman (The University of Montana).

Format:

Book

Contributor:

Jacobsen, Laura J., editor.

Mistele, Jean, editor.

Sriraman, Bharath, editor.

Series:

International perspectives on mathematics education.

International perspectives on mathematics education--cognition, equity, & socety

Language:

English

Subjects (All):

Mathematics teachers--Training of.

Mathematics teachers.

Mathematics--Study and teaching--Social aspects.

Mathematics.

Educational equalization.

Physical Description:

1 online resource (302 pages) : illustrations.

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2012.

Summary:

Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals to support equity in mathematics education and to diversify student interest and participation in mathematics. These goals must also resonate with broader public interest goals to improve educational and social conditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aims to support mathematics teacher educators to prepare teachers with new knowledge and skills to support all students to learn mathematics and to become informed, engaged, and critical citizens within their community, nation, and world. While internationally there is considerable interest among mathematics educators in issues of equity and social justice, the literature on mathematics teacher education for equity and social justice thus far has been very limited.The book provides theoretical discussions on the need for equity and social justice emphases in mathematics teacher education, as well as practical examples from mathematics teacher educators, documenting their own professional efforts to center practices on equity and social justice. Section emphases include critical perspectives on mathematics teacher education, the use of equity and social justice-themed activities in mathematics teacher preparation courses, and issues of identity and community and cultural contexts in mathematics teacher education. In addition syntheses of major ideas of the book are offered by experienced researchers.

Contents:

Series foreword: Social justice revisited

in the public interest / Bharath Sriraman

Foreword / Eric (Rico) Gutstein

Acknowledgments

Introduction / Laura J. Jacobsen, Jean M. Mistele, and Bharath Sriraman

Part I. Respecting individuals and communities in mathematics education

Chapter 1. Teaching other people's children to teach other people's children: Reflections on integrating equity issues into a mathematics content course for elementary teachers / Danny Bernard Martin

Chapter 2. Finding

and seeing

third spaces in a school-university partnership / Corey Drake and Lori Norton-Meier

Chapter 3. Teacher pleasing and student identity / Richard S. Kitchen

Chapter 4. Concerns of a critical mathematics education: Challenges for teacher education / Ole Skovsmose and Miriam Godoy Penteado

Part II. Ensuring children's opportunities to learn mathematics

Chapter 5. Dogmatic neoliberal ideology suppressing talent development in mathematics: Implications for teacher education / Don Ambrose

Chapter 6. Gender issues and mathematics learning: What's new down under? / Helen J. Forgasz

Chapter 7. Moving off track: Mathematics teacher education for all attainment teaching / Mark S. Boylan and Hilary Povey

Chapter 8. Counteracting the language of math ability: Prospective teachers explore the role of status in elementary classrooms / Sandra Crespo and Helen Featherstone

Part III. Promoting community and social justice with mathematics

Chapter 9. This project opened my eyes: Preservice elementary teachers learning to connect school, community and mathematics / Erin E. Turner, Rodrigo J. Gutiérrez, and Maura Varley Gutiérrez

Chapter 10. Teaching mathematics for equity and social justice in a mathematics methods course for future elementary teachers / Joy A. Oslund

Chapter 11. Math isn't just numbers or algorithms: Mathematics for social justice in preservice k-8 content courses / Joy A. Oslund, Mathew D. Felton, Ksenija Simic-Muller, and José María Menéndez. Closing Remarks / Richard S. Kitchen

About the contributors.

Notes:

Includes bibliographical references.

Print version record.

ISBN:

1-61735-970-X