PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
An Examination of Preservice Mathematics Teachers Using Ratios and Proportions in a Social Justice Context
Page: 1702
This study examines ways in which preservice teachers use mathematics in a social justice context. Using a mathematical task and social justice activity adapted from Gutstein and Peterson (2005), participants were asked to respond to questions surrounding their experience with using mathematics topics such as ratios and proportions in a social justice context. Using the preservice teachers’ responses from pre- and post-surveys, researchers compared participants initial conceptions of teaching mathematics using a social justice lens to their views after completing a mathematical task involving social justice topics of world wealth and population disparity using ratios and proportions.