(Possible) structure of session
   • A mathematical activity (10 mins)
   • The ‘teaching mathematics for social justice’ 
    research project (15 mins)
   • Another mathematical activity (15 mins)
   • Initial discussion: constraints on classroom practice 
    (10 mins)
   • Transforming classroom practice through PAR – 
    methodological considerations (20 mins)
   • Further discussion (20 mins)
        A mathematical activity
  • Refer to the first page only of the handout
  • Which film should the three friends see? Why?
         A conceptualisation of 
    ‘teaching mathematics for social justice’
  • Collaborative problem-solving approach to teaching maths for 
   all (Boaler, 2009).
  • Recognise students’ real-life experiences – cultural relevance of 
   maths (D’Ambrosio, 2006).
  • Use maths to develop understanding of social, political, 
   economic, cultural Situation (Gutstein, 2006).
  • Develop agency that enables students to engage in social 
   action (Gutstein, 2006) and realise their foregrounds 
   (Skovsmose, 2011).
  • Develop a critical awareness of the nature of maths and its 
   position/status in society (Skovsmose, 2011).
    Why is change needed in maths education?
  • Secondary mathematics teaching tends to be teacher-led, 
   boring, irrelevant and alienating (Boaler, 2009; D’Ambrosio, 
   2006; Nardi & Steward, 2003; Noyes, 2012);
  • Disempowering and exploitative – promotes ‘prescription 
   readiness’ (Skovsmose, 2011), compliance (Gutstein, 2006);
  • Persistent association between mathematics attainment and 
   family income (Boaler et al., 2011);
  • School mathematics acts as ‘critical filter’ – limits access to 
   higher education, future employment (Black et al., 2009);
  • Perpetuation and reproduction of inequities – ‘cultural capital’ 
   and ‘symbolic violence’ (Bourdieu & Passeron, 1990; 
   Jorgensen et al., 2014).
         The TMSJ research project
 • Five teacher researchers from four different 
  schools.
 • TMSJ Research Group – 7 meetings over 
  one academic year (2013-14).
 • Participatory action research – three 
  ‘plan/teach/evaluate’ cycles.
 • Data collected through interviews and 
  student surveys.
 • Ideas generated from project used for the 
  TMSJ book.
 • More about the research project:
  http://maths-socialjustice.weebly.com/