Teaching Secondary Mathematics through Social Issues on Inequality PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teaching Secondary Mathematics through Social Issues on Inequality PDF full book. Access full book title Teaching Secondary Mathematics through Social Issues on Inequality by Caroline Chigbo. Download full books in PDF and EPUB format.
Author: Caroline Chigbo
Publisher: GRIN Verlag
ISBN: 3668788561
Category : Social Science
Languages : de
Pages : 20
Get Book Here
Book Description
Studienarbeit aus dem Jahr 2017 im Fachbereich Geschlechterstudien / Gender Studies, Note: 5.O (HUN-System), Debreceni Egyetem (FACULTY OF HEALTH), Veranstaltung: SOCIAL WORK IN HEALTH CARE, Sprache: Deutsch, Abstract: This research is to unravel what has to be done in order to close the gap of gender inequality among various gender from this research, it is pertinent that the only way out is to roll out enough legislations dealing with unwholesome practices. These tend to promote social and gender inequality, create social awareness among diverse people of the world to see the parochialism of inequality and above all bring people into natural reasoning that equality opportunities, treatments, provision of education and facilities is central to developments.
Author: Caroline Chigbo
Publisher: GRIN Verlag
ISBN: 3668788561
Category : Social Science
Languages : de
Pages : 20
Get Book Here
Book Description
Studienarbeit aus dem Jahr 2017 im Fachbereich Geschlechterstudien / Gender Studies, Note: 5.O (HUN-System), Debreceni Egyetem (FACULTY OF HEALTH), Veranstaltung: SOCIAL WORK IN HEALTH CARE, Sprache: Deutsch, Abstract: This research is to unravel what has to be done in order to close the gap of gender inequality among various gender from this research, it is pertinent that the only way out is to roll out enough legislations dealing with unwholesome practices. These tend to promote social and gender inequality, create social awareness among diverse people of the world to see the parochialism of inequality and above all bring people into natural reasoning that equality opportunities, treatments, provision of education and facilities is central to developments.
Author: Robert Q. Berry III
Publisher: Corwin Press
ISBN: 1071806467
Category : Education
Languages : en
Pages : 328
Get Book Here
Book Description
Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.
Author: Mary Candace Raygoza
Publisher:
ISBN:
Category :
Languages : en
Pages : 199
Get Book Here
Book Description
Education has always been touted as a great equalizer, yet socioeconomic intergenerational mobility remains unlikely (Chetty et. al, 2014), with schools reproducing economic inequality as a "de facto socioeconomic sorting mechanism" (Duncan-Andrade & Morrell, 2008, p. 2). Young people are the next generation of civic actors who will decide how to respond to economic inequality. But do they learn about it in school? At the secondary level, while social studies courses may be a natural fit for teaching about economic inequality, mathematical knowledge and ways of thinking are essential to collecting and analyzing data about inequality as well as constructing and critiquing its representations (Gutstein, 2003). This dissertation research examines to what extent a broad range of mathematics teachers from various backgrounds and who teach in various school contexts think about and teach about economic inequality. This mixed methods investigation draws on a representative nationwide survey of public school secondary mathematics teachers as well as in-depth, phenomenological interviews with mathematics teachers who reported teaching about economic inequality. A majority of teachers surveyed reported addressing economic inequality in their classrooms, predicted by factors such as teachers' level of political engagement. In interviews, teachers discussed how teaching about inequality can fulfill mathematical goals and goals of increasing students' awareness of inequality. Teachers see economic inequality lessons fitting into different mathematics courses, most notably statistics courses. They most often discussed teaching about economic inequality during particular curricular moments, with many discussing addressing economic inequality as current events arise or in relation to financial literacy. Drawing on Ernest's (2009) framework on the nature of mathematics and Westheimer and Kahne's (2004) civic education framework, I found that how mathematics teachers approach teaching about economic inequality is shaped by how they think about the kind of mathematician and the kind of informed civic actor they hope students will become. The study findings point to possible directions in teacher education for preparing future mathematics teachers to teach about social and political issues such as economic inequality and build students' quantitative civic literacy.
Author: Murad Jurdak
Publisher: Springer
ISBN: 3319296558
Category : Education
Languages : en
Pages : 43
Get Book Here
Book Description
This book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions that shape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 120
Get Book Here
Book Description
"Teaching math for social justice offers an alternative to traditional models of teaching high school mathematics. It evaluates issues of social justice and inequality in the communities of students using that analytical lens of mathematics. In doing so, it offers students a better view of the world they live in, a richer understanding of the mathematics themselves, and the autonomy to make positive changes in their environments. This research explores what teaching math for social justice entails, and culminates in a unit plan designed for teaching math for social justice."--leaf 3.
Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Category : Mathematics
Languages : en
Pages : 192
Get Book Here
Book Description
In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Author: Anita A. Wager
Publisher: National Council of Teachers of English
ISBN: 9780873536790
Category : Mathematics
Languages : en
Pages : 213
Get Book Here
Book Description
"This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them-and who have inspiring stories of their own to tell - and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the years ahead"--page [4] of cover.
Author: Merrilyn Goos
Publisher: Routledge
ISBN: 1000247775
Category : Education
Languages : en
Pages : 468
Get Book Here
Book Description
Since its first publication, Teaching Secondary School Mathematics has established itself as one of the most respected and popular texts for both pre-service and in-service teachers. This new edition has been fully revised and updated to reflect the major changes brought about by the introduction of the Australian Curriculum: Mathematics, as well as discussing significant research findings, the evolution of digital teaching and learning technologies, and the implications of changes in education policies and practices. The mathematical proficiencies that now underpin the Australian curriculum -- understanding, fluency, problem solving and reasoning -- are covered in depth in Part 1, and a new section is devoted to the concept of numeracy. The chapter on digital tools and resources has been significantly expanded to reflect the growing use of these technologies in the classroom, while the importance of assessment is recognised with new material on assessment for learning and as learning, along with a consideration of policy development in this area. Important research findings on common student misconceptions and new and effective approaches for teaching key mathematical skills are covered in detail. As per the first edition readers will find a practical guide to pedagogical approaches and the planning and enactment of lessons together with enhanced chapters on teaching effectively for diversity, managing issues of inequality and developing effective relationships with parents and the community. This book is the essential pedagogical tool for every emerging teacher of secondary school mathematics. 'The text offers an excellent resource for all of those involved in the preparation of secondary mathematics teachers, with links to research literature, exemplars of classroom practices, and instructional activities that encourage readers to actively examine and critique practices within their own educational settings.' Professor Glenda Anthony, Institute of Education, Massey University 'A rich and engaging textbook that covers all of the important aspects of learning to become an effective secondary mathematics teacher. The second edition of this text ... is further enhanced with updated references to the Australian Curriculum, NAPLAN, STEM, current Indigenous, social justice and gender inequity issues, and the place of Australian mathematics curricula on the world stage.' Dr Christine Ormond, Senior Lecturer, Edith Cowan University
Author: Wisdom, Sherrie
Publisher: IGI Global
ISBN: 1522591109
Category : Social Science
Languages : en
Pages : 556
Get Book Here
Book Description
In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs.
Author: Basil M. Conway IV
Publisher: Corwin Press
ISBN: 1071881620
Category : Education
Languages : en
Pages : 393
Get Book Here
Book Description
"If you teach middle school math and have wanted to promote social justice, but haven’t been sure how to get started, you need to check out this book. It incorporates lessons you can use immediately as well as how to foster the kind of classroom community where students will thrive. It’s the kind of book you’ll want to have alongside you to support you throughout your journey." Robert Kaplinsky Author and Consultant Long Beach, CA Empower young adolescents to be the change—join the teaching mathematics for social justice movement! Students of all ages and intersecting identities—through media and their lived experiences— bear witness to and experience social injustices and movements around the world for greater justice. However, when people think of social justice, mathematics rarely comes to mind. With a user-friendly design, this book brings middle school mathematics content to life by connecting it to issues students see or experience. Developed for use by Grades 6-8 educators, the contributed model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social injustices. Learn to plan daily instruction that engages young adolescents in mathematics explorations through age-appropriate, culturally relevant topics such as health and economic inequality, human and civil rights, environmental justice, and accessibility. Features include: Content cross-referenced by mathematical concept and social issues Connection to Learning for Justice’s social justice standards Downloadable teacher materials and lesson resources Guidance for lessons driven by young adolescents’ unique passions and challenges Connections between research and practice Written for teachers committed to developing equitable and empowering practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to young adolescents’ daily lives, strengthen their mathematical understanding, and expose them to issues that will support them in becoming active agents of change and responsible leaders.
