Engaging with issues of emotionality in mathematics teacher education for social justice

BOYLAN, M. (2009). Engaging with issues of emotionality in mathematics teacher education for social justice. Journal of mathematics teacher education, 12 (6), 427-443.

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Abstract

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, usng creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered.

Item Type:	Article
Additional Information:	The final version of this paper has been published in the Journal of mathematics teacher education , 12(6), 427-443 © Springer Science+Business Media B.V.
Uncontrolled Keywords:	Classroom relationships, social justice, teacher emotions, creative action methods, experiential learning, mathematics teacher education
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1007/s10857-009-9117-0
Page Range:	427-443
Depositing User:	Mark Boylan
Date Deposited:	08 Sep 2010 16:20
Last Modified:	18 Mar 2021 04:35
URI:	https://shura.shu.ac.uk/id/eprint/2387

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