Using social semiotics to prepare mathematics teachers to teach for social justice |
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Authors: | Elizabeth de Freitas Betina Zolkower |
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Institution: | (1) Adelphi University, 1 South Avenue, Garden City, NY, USA;(2) Brooklyn College, 2900 Bedford Ave, Brooklyn, NY, USA |
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Abstract: | In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools
derived from social semiotics can serve two related goals: (1) to deconstruct the “math is math period!” disposition in prospective
teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform and (2)
to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices
of school mathematics. After reviewing research on the social semiotics of mathematics education, we discuss two sample teacher
education tasks designed with the above goals in mind. |
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Keywords: | Social semiotics Discourse analysis Systemic functional linguistics Critical pedagogy Social justice |
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