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Preservice Teachers' Beliefs and Ant...

Mahdi, Fardowsa,

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Preservice Teachers' Beliefs and Anticipated Challenges Teaching Mathematics for Social Justice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Preservice Teachers' Beliefs and Anticipated Challenges Teaching Mathematics for Social Justice // Fardowsa Mahdi.
作者:	Mahdi, Fardowsa,
面頁冊數:	1 electronic resource (186 pages)
附註:	Source: Masters Abstracts International, Volume: 87-01.
Contained By:	Masters Abstracts International87-01.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32247409
ISBN:	9798288884153

Preservice Teachers' Beliefs and Anticipated Challenges Teaching Mathematics for Social Justice /
Mahdi, Fardowsa,

Preservice Teachers' Beliefs and Anticipated Challenges Teaching Mathematics for Social Justice /Fardowsa Mahdi. - 1 electronic resource (186 pages)

Source: Masters Abstracts International, Volume: 87-01.

The purpose of this qualitative longitudinal study was to examine preservice teachers' beliefs about teaching mathematics for social justice shift over the semester, the challenges they anticipate teaching mathematics for social justice before and after their social justice professional development workshop, and one beginning teacher's experiences teaching mathematics for social justice. A limited qualitative longitudinal study tracks preservice teachers' transition into their first years of teaching mathematics for social justice. This study examines their beliefs, the anticipated challenges as preservice teachers, and the challenges they encounter in the classroom as beginning teachers, along with the resolutions to the challenges they encounter. The findings suggest that preservice teachers' beliefs can shift when mathematics is applied in real-world situations, creating culturally relevant and inclusive classrooms. A significant anticipated cognitive challenge preservice teachers identified was related to a lack of knowledge, more specifically, knowledge of teaching mathematics for social justice. Preservice teachers struggled to envision how social justice issues could fit into mathematics lessons and the appropriateness of specific social justice topics for lower elementary grades. The findings also include beginning teachers needing more knowledge in teaching mathematics for social justice, aligning mandated curricula and state standards to teach mathematics for social justice, and navigating students' emotions when teaching mathematics for social justice. Given these challenges, preservice teachers' beliefs and their anticipated challenges must be further explored. A longitudinal study is recommended to examine preservice teachers' beliefs and challenges during their early years of teaching mathematics for social justice in lower elementary grades.

English

ISBN: 9798288884153Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Social justice

Preservice Teachers' Beliefs and Anticipated Challenges Teaching Mathematics for Social Justice /
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