Integrating social justice with mathematics and science: An analysis of student teacher lessons
TATE Volume 25, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd
Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented lessons applied four pedagogical approaches to integration (data collection followed by graphing analysis; discussion of text/video; modeling; library/internet investigation) and addressed three major social justice themes (diversity, system disparities in human communities, and in stewardship of earth). Deeper content knowledge, faculty lesson modeling/reflection and practice delivering lessons are recommended.
Garii, B. & Rule, A.C. (2009). Integrating social justice with mathematics and science: An analysis of student teacher lessons. Teaching and Teacher Education: An International Journal of Research and Studies, 25(3), 490-499. Elsevier Ltd.