|
|
|
“And That’s Just How It Starts”: Teaching Mathematics and Developing Student Agency by Eric Gutstein — 2007This article reports on a two-year qualitative, practitioner-research study of teaching and learning for social justice. The site was my middle-school mathematics classroom in a Chicago public school in a Latino/a community. A major pedagogical goal was to create conditions for students to develop agency, a sense of themselves as subjects in the world. My research suggests that students learned mathematics and began to develop sociopolitical awareness and see themselves as possible actors in society through using mathematics to understand social injustices. This research contributes to our understanding of how to create opportunities for students to develop agency in K-12 mathematics classrooms, and may also contribute to our knowledge of developing agency in any subject area.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
|
|
- Curriculum Problems in Junior High School Mathematics
- Dropping Out of Advanced Mathematics: The Effects of Parental Involvement
- Wakening Our Sleepy Universities: Student Involvement in Curriculum Change
- Agency in Borderland Discourses: Examining Language Use in a Community Center With Black Queer Youth
- Language and Thought in Mathematics Staff Development: A Problem Probing Protocol
- African American Teachers in Suburban Desegregated Schools: Intergroup Differences and the Impact of Performance Pressures
- Teachers Engaged in Research: Inquiry into Mathematics Classrooms in Grades 3-5
- Teachers Engaged in Research: Inquiry into Mathematics Classrooms, Grades 6-8
- Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change
- Improving Access to Mathematics: Diversity and Equity in the Classroom (Multicultural Education
- What Are Some of the Potential Problems of the Various “New Math” Techniques Being Taught in Some American Schools?
- “There Are No Emotions in Math”: How Teachers Approach Emotions in the Classroom
- Teaching Mathematics in Grades 3-5 Classrooms
- The Structure and Agency of Women’s Education
- Understanding the Relationship Between Mathematics and Science Coursework Patterns
- Walking Ten Feet Tall
- Algebra in the Early Grades
- A Conception of Teaching
- Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community
- Explicit Versus Implicit Questioning: Inviting All Children to Think Mathematically
- The Nature and Effects of Middle School Mathematics Teacher Learning Experiences
- Mathematics Teaching, Learning, and Liberation in the Lives of Black Children
- Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries
- Loving and Hating Mathematics: Challenging the Myths of Mathematical Life
- Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture
- Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction
- Getting from Arithmetic to Algebra: Balanced Assessments for the Transition
- Approaches to Studying the Enacted Mathematics Curriculum
- Teaching What You Don't Know
- Assessing Contemporary Notions of Mathematical Competence
- Eyes on Math: A Visual Approach to Teaching Math Concepts
- Beyond Academic Math: The Role of Applied STEM Course Taking in High School
- New Literacies, New Agencies?: A Brazilian Perspective on Mindsets, Digital Practices and Tools for Social Action In and Out of School
- Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward
- The Relationships Among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College
- Design, Make, Play: Growing the Next Generation of STEM Innovators
- The Foundations of Mathematics
- Let's Talk About Math: The LittleCounters® Approach to Building Early Math Skills
- Curricular Choice and Adolescents’ Interest in Math: The Roles of Network Diversity and Math Identity
- Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them
- Art-Centered Learning Across the Curriculum: Integrating Contemporary Art in the Secondary School Classroom
- Writing Math Research Papers: A Guide for High School Students and Instructors (4th Edition)
- Building Proportional Reasoning Across Grades and Math Strands, K-8
- Uncomplicating Algebra to Meet Common Core Standards in Math, K–8
- What Mathematics Do Students Know and How is that Knowledge Changing?
- Race, Test Scores, and Educational Outcomes
- Engaging Primary Children in Mathematics
- Advances in Multilevel Modeling for Educational Research: Addressing Practical Issues Found in Real-World Applications
- Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms
- White Women’s Work: Examining the Intersectionality of Teaching, Identity, and Race
- Educating the Whole Child: Kindergarten Mathematics Instructional Practices and Students’ Academic and Socioemotional Development
- Critical Mathematics Education: Theory, Praxis, and Reality
|
|
- Eric Gutstein
University of Illinois-Chicago
E-mail Author
ERIC (RICO) GUTSTEIN teaches mathematics education at the University of Illinois-Chicago. His interests include teaching mathematics for social justice, Freirean approaches to teaching and learning, and urban education. He has taught middle and high school mathematics. Rico is a founding member of Teachers for Social Justice (Chicago) and is active in social movements. He is the author of Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice (Routledge, 2006) and an editor of Rethinking Mathematics: Teaching Social Justice by the Numbers (Rethinking Schools, 2005).
|
|
|
|
|
Full Text in PDF Format
Email this article
Print this article
Post a Comment
