Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom

Pete Wright, Alba Fejzo, Tiago Carvalho

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

School closures arising from the COVID-19 have highlighted inequities in society, as well as schooling, and hence provide an opportunity to re-engage with the debate over the mathematics curriculum. We argue that progressive pedagogies are an essential part of a socially just mathematics curriculum, and that making these pedagogies more visible to learners can address concerns that they might further marginalise students from disadvantaged backgrounds. We draw on the findings from the Visible Maths Pedagogy research project that outlines strategies that can be successfully used for making the teacher’s pedagogic rationale explicit to learners.
Original languageUndefined/Unknown
Title of host publicationExploring new ways to connect
Subtitle of host publicationProceedings of the Eleventh International Mathematics Education and Society Conference
EditorsDavid Kollosche
Place of PublicationHamburg
PublisherTredition
Pages1081-1089
Number of pages9
Volume3
ISBN (Print)9783347399129, 9783347399136
DOIs
Publication statusPublished - 3 Sep 2021

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