The teaching of higher education mathematics by pre-service mathematics teacher educators: How might this contribute to social justice? A consideration of a possible approach

This paper considers the teaching of higher education mathematics as part of pre-service teacher education and the potential for it to contribute to social justice. In it I ask and seek to offer one possible answer to the following question: By enacting within their own higher education mathematics teaching an enquiry-based pedagogy informed by considerations of fairness and equality, can mathematics education tutors open up possibilities for their students to engage more deeply with such practices and the attendant commitment to social justice? A set of exemplar practices drawn from my own teaching is briefly described and discussed and responses from a cohort of students considered.