Show simple item record

dc.contributor.authorBrown, Raymonden_US
dc.date.accessioned2017-04-24T11:27:47Z
dc.date.available2017-04-24T11:27:47Z
dc.date.issued2009en_US
dc.date.modified2010-08-05T07:15:16Z
dc.identifier.issn13864416en_US
dc.identifier.doi10.1007/s10857-009-9110-7en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30061
dc.description.abstractTeaching for social justice in the mathematics classroom requires discernment between what 'should' be done to ensure accountability to the practices of the discipline and what 'could' be done to promote awareness of how those practices may be used to afford equity and access within the classroom. One approach to teaching and learning that may be used to promote discernment between the 'should' and the 'could' of the mathematics classroom is based upon the notion of 'community of practice'. This article explores written descriptions provided by students as they participate in a Year 7 mathematics classroom community of practice. Student descriptions are analysed in terms of student participation in the literacy practices of their mathematics classroom and in terms of the sense of agency that participation in these practices afforded different students. Connections are drawn between the development of student agency in the mathematics classroom and teaching for social justice.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom171en_US
dc.relation.ispartofpageto185en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalJournal of Mathematics Teacher Educationen_US
dc.relation.ispartofvolume12en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130208en_US
dc.titleTeaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroomen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record