Developing Mathematical Knowledge Through Social Justice Pedagogy with Young Adult Arab Women
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Tanko, Mohammed Goma and Atweh, Bill. 2012. Developing Mathematical Knowledge through Social Justice Pedagogy with Young Adult Arab Women, in J. Dindyal, L. P. Cheng, & S. F. Ng (eds), Mathematics education: Expanding horizons - Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, Jul 2-6 2012. Singapore: MERGA.
Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia
Mathematics Education: Expanding Horizons
Copyright © 2012 Mathematics Education Research Group of Australasia
The study involved a group of Middle Eastern Muslim women learning mathematics through social justice pedagogy. The findings suggest that the involvement of students in social justice issues has not lead into a decline in their opportunity to learn mathematical content as set in the course. However, this approach has helped them to develop significant mathematical knowledge beyond the basic numeracy skills expected of them. In addition, this study demonstrated how a focus on mathematical content can be maintained while students are involved in social issues in mathematics learning.
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