Abstract
This paper discusses the importance of relationships between teachers and learners of mathematics when considering socially just approaches to mathematics. The need to focus on relationships is justified with reference to mathematics teaching in primary and secondary school contexts. Findings from three research projects facilitated by the author are revisited through a new lens informed by relevant research literature. Three fields of educational research that relate to socially just relationships are explored: relational pedagogy, relational authority and relational agency. Insight generated through this review is used to identify implications for future research and practice.
| Original language | English |
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| Title of host publication | Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME 14) |
| Editors | Marianna Bosch, Giorgio Bolondi, Susana Carreira, Michael Gaidoschik, Camilla Spagnolo |
| Place of Publication | Bozen-Bolzano, Italy |
| Publisher | Free University of Bozen-Bolzano |
| Pages | 1703-1710 |
| Number of pages | 8 |
| ISBN (Print) | 9791221086553 |
| Publication status | Published - 31 Oct 2025 |
| Event | Fourteenth Congress of the European Society for Research in Mathematics Education - Free University of Bozen-Bolzano, Bozen-Bolzano, Italy Duration: 4 Feb 2025 → 8 Feb 2025 https://www.cerme14.it/ |
Conference
| Conference | Fourteenth Congress of the European Society for Research in Mathematics Education |
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| Abbreviated title | CERME 14 |
| Country/Territory | Italy |
| City | Bozen-Bolzano |
| Period | 4/02/25 → 8/02/25 |
| Internet address |
Keywords
- social justice
- relationships
- mathematics
- teachers and learners