Integrating social justice with mathematics and science: An analysis of student teacher lessons Export

@article{citeulike:5058401, 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.}, author = {Garii, Barbara and Rule, Audrey C.}, citeulike-article-id = {5058401}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.tate.2008.11.003}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0742051X08001844}, doi = {10.1016/j.tate.2008.11.003}, issn = {0742051X}, journal = {Teaching and Teacher Education}, keywords = {global-justice-infrastructures, mathematical-social-science, wealth-asymmetries}, month = {April}, number = {3}, pages = {490--499}, posted-at = {2009-07-04 22:17:07}, priority = {2}, title = {Integrating social justice with mathematics and science: An analysis of student teacher lessons}, url = {http://dx.doi.org/10.1016/j.tate.2008.11.003}, volume = {25}, year = {2009} }

TY - JOUR ID - citeulike:5058401 L3 - citeulike-article-id:5058401 N2 - 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. IS - 3 JF - Teaching and Teacher Education SN - 0742051X EP - 499 TI - Integrating social justice with mathematics and science: An analysis of student teacher lessons VL - 25 SP - 490 KW - global-justice-infrastructures KW - mathematical-social-science KW - wealth-asymmetries AU - Garii, Barbara AU - Rule, Audrey PY - 2009/04// UR - http://dx.doi.org/10.1016/j.tate.2008.11.003 ER -