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|Title:||Math for Social Justice in a Prospective Teacher Content Course: Increasing Engagement and Developing Political Conocimiento|
|Keywords:||Teaching and Teacher Learning|
|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.|
|Appears in Collections:||ICLS 2020|
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