Becoming Critical Mathematics Pedagogues: Three Teachers’ Beginning Journey [Unpublished Manuscript] (original) (raw)

2007, Unpublished manuscript

CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA. Manuscript presented (summer 2008) at the annual International Conference of Teacher Education and Social Justice, Chicago, IL. Condensed manuscript published: Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94. ABSTRACT: In this study, the authors report the transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice. The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers but also co authors of the study. Data collection included reflec-tive essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices away from the “traditional” and toward a mathematics for social justice.