Using social semiotics to prepare mathematics teachers to teach for social justice

Freitas, Elizabeth de; Zolkower, Betina

doi:10.1007/s10857-009-9108-1

Cited by 31 publications

(9 citation statements)

References 26 publications

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“…Various authors have, for example, used modality to examine mathematical discourse (e.g., de Freitas & Zokower, 2009;Zolkower & Shreyer, 2007). The study I present sought to offer an additional contribution by illustrating a connection between student perceptions and their positing of mathematical information.…”

Section: Discussionmentioning

confidence: 99%

Geometry students’ hedged statements and their self-regulation of mathematics

Kosko

2012

The Journal of Mathematical Behavior

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Section: Discussionmentioning

confidence: 99%

Geometry students’ hedged statements and their self-regulation of mathematics

Kosko

2012

The Journal of Mathematical Behavior

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“…Among the problems we studied, which found their way into the Berkeley courses, are 'What do you mean by relationship? (de Freitas & Zolkower, 2009), 'Chunking necklaces' (Zolkower & de Freitas, 2010), 'Numbers on a triangle' (Zolkower & Shreyar, 2007), 'Ways to go' (Zolkower & de Freitas, 2012), and 'Marching ants' (Zolkower, Shreyar, & Pérez, 2015).…”

Section: At Brooklyn Collegementioning

confidence: 99%

International Reflections on the Netherlands Didactics of Mathematics

2020

ICME-13 Monographs

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“…For a teacher, "constituted by her relationship, among others, with her students, their parents, her school, and the wider community, discourses provide taken-for-granted ideas and ways of practice that come before any views she might have about herself as a teacher" (Walshaw 1999, p. 100). Prevailing discourses about mathematics teaching and learning include institutional discourses around curriculum and testing ; social discourses around race, class, and abilities (de Freitas and Zolkower 2009); and discourses about mathematics as skills or as practices of "making sense" (Fuson et al 2005). In addition to the institutional and social dynamics specific to elementary classrooms (Soreide 2006), elementary teachers' and TCs' beliefs about or negative experiences with mathematics complicate relations between teacher identity and practice .…”

Section: Theoretical Frameworkmentioning

confidence: 99%