Teaching mathematics for social justice: Reflecting on practice

Pete Wright

doi:10.4324/9781003361466-11

Teaching mathematics for social justice: Reflecting on practice

Pete Wright

Education and Society

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

In this section, I use extracts from a reflective discussion I held with practising teachers to explore how some of the theoretical ideas from Part 1 of this book can be translated into classroom practice. The online discussion was with Shaila Gosrani and Lauren Hennessy, two participants in an ‘innovations work group’ organised through (and funded by) one of the regional Maths Hubs in England. The work group ran from September 2019 to July 2020 and was focused on ‘teaching mathematics for social justice’ and ‘participatory action research’ (see Chapter 2). At the time, Shaila was in her 8th year of teaching and Lauren was in her 3rd year of teaching, in secondary schools in the Bristol area in England. Coincidentally, both were also studying on the same Masters’ Level university course in mathematics education. The reflective discussion was part of an evaluation of the work group carried out with ethical approval from University College London Institute of Education. We are grateful to Shaila and Lauren for giving consent for their data to be used in this section of the book.

Original language	English
Title of host publication	Towards a Socially Just Mathematics Curriculum
Subtitle of host publication	A Theoretical and Practical Approach
Editors	Tony Cotton, Manjinder Jagdev, Balbir Kaur, Pete Wright
Place of Publication	London
Publisher	Routledge
Chapter	8
Pages	165-171
Number of pages	7
Edition	1st
ISBN (Electronic)	9781003361466
ISBN (Print)	9781032421650, 9781032421636
DOIs	https://doi.org/10.4324/9781003361466-11
Publication status	Published - 3 Jun 2024

ASJC Scopus subject areas

General Social Sciences

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10.4324/9781003361466-11

Cite this

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abstract = "In this section, I use extracts from a reflective discussion I held with practising teachers to explore how some of the theoretical ideas from Part 1 of this book can be translated into classroom practice. The online discussion was with Shaila Gosrani and Lauren Hennessy, two participants in an {\textquoteleft}innovations work group{\textquoteright} organised through (and funded by) one of the regional Maths Hubs in England. The work group ran from September 2019 to July 2020 and was focused on {\textquoteleft}teaching mathematics for social justice{\textquoteright} and {\textquoteleft}participatory action research{\textquoteright} (see Chapter 2). At the time, Shaila was in her 8th year of teaching and Lauren was in her 3rd year of teaching, in secondary schools in the Bristol area in England. Coincidentally, both were also studying on the same Masters{\textquoteright} Level university course in mathematics education. The reflective discussion was part of an evaluation of the work group carried out with ethical approval from University College London Institute of Education. We are grateful to Shaila and Lauren for giving consent for their data to be used in this section of the book.",

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Teaching mathematics for social justice: Reflecting on practice. / Wright, Pete.
Towards a Socially Just Mathematics Curriculum: A Theoretical and Practical Approach. ed. / Tony Cotton; Manjinder Jagdev; Balbir Kaur; Pete Wright. 1st. ed. London: Routledge, 2024. p. 165-171.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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Teaching mathematics for social justice: Reflecting on practice

Abstract

ASJC Scopus subject areas

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Towards a socially just mathematics curriculum: A theoretical and practical approach

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