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dc.contributor.authorBrown, Raymond
dc.date.accessioned2017-05-03T14:12:38Z
dc.date.available2017-05-03T14:12:38Z
dc.date.issued2009
dc.date.modified2010-08-05T07:15:16Z
dc.identifier.issn13864416
dc.identifier.doi10.1007/s10857-009-9110-7
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom171
dc.relation.ispartofpageto185
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Mathematics Teacher Education
dc.relation.ispartofvolume12
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchMathematics and numeracy curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390109
dc.subject.fieldofresearchcode3904
dc.titleTeaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorBrown, Raymond A.


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