Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools/ (Record no. 13986)
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| fixed length control field | 01328nab a2200181 4500 |
| 005 - DATE & TIME | |
| control field | 20230725145326.0 |
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| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Raygoza, Mary Candace |
| 245 ## - TITLE STATEMENT | |
| Title | Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools/ |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Sage, |
| Date of publication, distribution, etc | 2020. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Pages | Vol 55, Issue 8-9, 2020( 1142–1171 p.) |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | This article contributes a deeper understanding of teachers’ experiences with and beliefs about teaching mathematics for social justice in urban schools. In-depth, phenomenological interviews were conducted with a national sample of 15 secondary mathematics teachers from eight cities across the United States. Findings identify five overarching commitments of social justice mathematics teachers, the barriers they face, and what they envision for the future of urban mathematics education. Drawing on critical pedagogical theory, this study uncovers how social justice mathematics teachers have on-the-ground experiences and perspectives that can help us build upon Freire’s notion of education for liberation.<br/> |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 10959 |
| Host Itemnumber | 16913 |
| Place, publisher, and date of publication | Sage, 2019. |
| Title | Urban education |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1177/0042085916672289 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | E-Journal |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| -- | 56305 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
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