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      Social justice in the mathematics classroom

      research-article
       
      London Review of Education
      IOE Press
      SOCIAL JUSTICE, MATHEMATICS, PARTICIPATORY ACTION RESEARCH
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            Abstract

            Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding, resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            15 September 2016
            : 14
            : 2
            : 104-118
            Article
            1474-8460(20160915)14:2L.104;1- s7.phd /ioep/clre/2016/00000014/00000002/art00007
            10.18546/LRE.14.2.07
            094107fb-1e9a-4d12-ba95-db00fb0b4f51
            Copyright @ 2016
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            PARTICIPATORY ACTION RESEARCH,SOCIAL JUSTICE,MATHEMATICS

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