Ghosh, S;
(2020)
What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom?
Philosophy of Mathematics Education Journal
, 36
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Abstract
The study outlines what motivates some secondary mathematics teachers to develop critically informed citizens in the mathematics classroom. Data was collected through eight semi-structured interviews which outlined the teachers’ own experiences and pedagogical approaches relating to developing students as critically informed citizens in the secondary mathematics classroom. An adapted version of Ernest’s model of mathematics-related belief systems was used as card sort prompts for the interview. The same model was also used to analyse the interview data and identify what motivated teachers to take this pedagogical approach. Evidence from the study suggests that teachers from diverse mathematical beliefs and academic backgrounds are motivated to develop students into informed citizens in the mathematics classroom because they have an underlying concern for the student. This underlying concern is not necessarily reflected in the teacher’s mathematical belief system.
| Type: | Article |
|---|---|
| Title: | What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom? |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://socialsciences.exeter.ac.uk/education/resea... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Critical Mathematics, Teachers’ Beliefs, Critically Informed Citizens |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10119079 |
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