Faculty Publications

Integrating Social Justice With Mathematics And Science: An Analysis Of Student Teacher Lessons

Document Type

Article

Keywords

Equal education, Mathematics education, Pedagogy, Science education, Social influences, Social justice, Socioeconomic influences

Journal/Book/Conference Title

Teaching and Teacher Education

Volume

25

Issue

3

First Page

490

Last Page

499

Abstract

Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented lessons applied four pedagogical approaches to integration (data collection followed by graphing analysis; discussion of text/video; modeling; library/internet investigation) and addressed three major social justice themes (diversity, system disparities in human communities, and in stewardship of earth). Deeper content knowledge, faculty lesson modeling/reflection and practice delivering lessons are recommended. © 2008 Elsevier Ltd. All rights reserved.

Department

Department of Curriculum and Instruction

Original Publication Date

4-1-2009

DOI of published version

10.1016/j.tate.2008.11.003

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