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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/24943

Title: Teaching Mathematics for Social Justice in Multicultural, Multilingual Elementary Classrooms
Authors: Esmonde, Indigo
Caswell, Beverly
Keywords: mathematics education
elementary grades
equity
social justice
Issue Date: Jul-2010
Publisher: Canadian Journal of Science, Mathematics and Technology Education
Citation: This is a preprint of an article whose final and definitive form has been published in the Canadian Journal of Science, Mathematics and Technology Education, 2010, copyright Taylor & Francis; Canadian Journal of Science, Mathematics and Technology Education is available online at: http://www.informaworld.com/smpp/ http://www.tandf.co.uk/journals/titles/14926156.asp
Abstract: This article describes a set of collaborative inquiry projects that emerged from a research study group involving teachers, university researchers (the authors), and school district staff as they worked to teach mathematics equitably in an urban elementary school. The project is analyzed using Marilyn Cochran-Smith’s six principles of pedagogy for teaching for social justice. In the study group, teachers were involved in designing research projects to honour their students’ cultural and community knowledge and to develop mathematics teaching with a social justice focus. We offer three examples of teaching mathematics for social justice in diverse classrooms, and consider the broader implications of inquiry projects such as these.
URI: doi:10.1080/14926156.2010.504485
http://hdl.handle.net/1807/24943
Appears in Collections:Centre for Science, Mathematics and Technology Education

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