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    Using Social Justice Pedagogies to Improve Student Numeracy in Secondary School Education

    240750_240750.pdf (497.8Kb)
    Access Status
    Open access
    Authors
    Voss, R.
    Rickards, Anthony
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Voss, R. and Rickards, A. 2016. Using Social Justice Pedagogies to Improve Student Numeracy in Secondary School Education. Journal of Education and Practice. 7 (15): pp. 40-47.
    Source Title
    Journal of Education and Practice
    Additional URLs
    http://www.iiste.org/Journals/index.php/JEP/article/view/30813
    ISSN
    2222-1735
    School
    Science and Mathematics Education Centre (SMEC)
    Remarks

    This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/3.0/

    URI
    http://hdl.handle.net/20.500.11937/3712
    Collection
    • Curtin Research Publications
    Abstract

    This unique Australian paper presents a study involving a Western Victorian District High School year nine mathematics class using social justice pedagogy to learn Mathematics. The class was comprised of gifted students, mainstream students and students who had diagnosed learning disabilities, all key foci in Australian Education research. The learning content of the Mathematics unit required students to make comparisons between their own lifestyles and those of different families from around the world. This was socially and educationally important as Mathematics was used as a tool to investigate social inequality to improve numeracy. One aim of the study was to determine if there are associations between student learning, student engagement and student achievement when teaching mathematics using social justice pedagogies. The findings from this study suggest that when mathematics is taught using Social Justice Pedagogy, student learning and engagement are both improved.

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