Social justice and sociocultural perspectives in mathematics education

Bill Atweh, Tamsin Meaney, Colleen McMurchy-Pilkington, Jim Neyland, Tom Trinick

    Research output: Book chapter/Published conference paperChapter

    Abstract

    This is the third chapter on "sociocultural perspectives" to appear in MERGA reviews of trends in mathematics education in Australasia. The first chapter (Atweh, Cooper, & Kanes, 1992) considered research reported in the period 1988-1991 while the second chapter (Zevenbergen, Atweh, Kanes, & Cooper, 1996) considered research in the period 1992-1995. This chapter considers research trends in the period 2000-2003. It discusses research under three headings. Like the previous reviews, factors associated with disadvantage such as ethnicity and socioeconomic background are discussed in the first section. Factors associated with the teacher are also discussed here in the second section of the chapter. However, this discussion is limited to teachers' professionalisation and socialisation. Included in this is the area of research on teachers' values because it is an emerging area on the international scene with a significant contribution from Australasian researchers. Finally, like the previous reviews, new theoretical perspectives used by mathematics educators are reviewed in the third section of this chapter. In addition emerging interests in mathematics education in global context are also discussed.
    Original languageEnglish
    Title of host publicationResearch in Mathematics Education in Australasia 2000-2003
    Place of PublicationFlaxton, QLD
    PublisherPost Pressed
    Pages29-52
    Number of pages24
    Edition2
    ISBN (Print)1876682647
    Publication statusPublished - 2004

    Fingerprint Dive into the research topics of 'Social justice and sociocultural perspectives in mathematics education'. Together they form a unique fingerprint.

    Cite this