Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6599
Title: Math for Social Justice in a Prospective Teacher Content Course: Increasing Engagement and Developing Political Conocimiento
Authors: Lee-Hassan, Alexa
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lee-Hassan, A. (2020). Math for Social Justice in a Prospective Teacher Content Course: Increasing Engagement and Developing Political Conocimiento. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2437-2438). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: There is a well-established need for prospective elementary teachers (PTs) to develop a deeper understanding of mathematics before they begin teaching, but PTs often see math content courses as remedial or review. I report here on the early stages of a multi-year course design project that intends to motivate PTs to engage with mathematical content by leveraging the context of high-stakes, political systems they will navigate in their future roles as teachers.
URI: https://doi.dx.org/10.22318/icls2020.2437
https://repository.isls.org//handle/1/6599
Appears in Collections:ICLS 2020

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