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Social justice in the mathematics classroom

Wright, P; (2016) Social justice in the mathematics classroom. London Review of Education , 14 (2) pp. 104-118. 10.18546/LRE.14.2.07. Green open access

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Abstract

Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding, resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.

Type: Article
Title: Social justice in the mathematics classroom
Location: UK
Open access status: An open access version is available from UCL Discovery
DOI: 10.18546/LRE.14.2.07
Publisher version: https://doi.org/10.18546/LRE.14.2.07
Language: English
Additional information: Copyright © 2016 Wright. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Keywords: social justice; mathematics; participatory action research
UCL classification: UCL
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/1482147
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