The Role of Mathematics Instruction in Building a Socially Just and Diverse Democracy

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The Mathematics Educator 2005, Vol. 15, No. 1, 2–6 2 Building a Socially Just and Diverse Democracy Guest Editorial… The Role of Mathematics Instruction in Building a Socially Just and Diverse Democracy Deborah Loewenberg Ball Imani Masters Goffney Hyman Bass As elementary school teachers, Deborah and Imani did not just teach academic subjects. They taught their pupils skills and knowledge to help develop them as individuals and as members of a collective. Subject matters offered important resources for these social goals: they and their students read literature in the voices of a wide range of people, about experiences both similar to and different from theirs. They studied other cultures and learned about work, life, and practice in a variety of societies and settings. And they learned that issues of voice, experience, culture, and setting were important threads in the tapestry of what it means to be human. The work they did with their pupils across these academic subjects was, of course, also aimed at developing the children’s skills and knowledge, their capacity to interpret texts and artifacts, to reason in disciplined ways, and to solve problems within and beyond these domains. Their young students were also resources for the goals toward which Deborah and Imani worked as teachers. From a variety of cultural backgrounds, and a wide range of communities, their students thought differently from one another, and they brought ideas and experiences to offer to the collective work in their classes. They were children — they made friends, argued and fought, and were generously caring. What they did, said, and felt comprised their classroom’s working environment and offered a myriad of opportunities for learning. Over time, Deborah and Imani each learned to listen to and notice what the children brought and to use and mediate their differences. All this was well and good — in reading, social studies, art, music, and even science. But mathematics seemed isolated from

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