| Autor: |
Doherty, Kristin |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1156-1161, 6p |
| Abstrakt: |
The dissonance in the field between practice-based and justice-oriented approaches to teacher education motivated my review of the literature on the relationship between these approaches, specifically in the context of mathematics teacher education. I reviewed literature to better understand reasons for this dissonance and explore how these approaches might be harmonized within mathematics teacher education. Building on this review, I present a framework for conceptualizing practice-based approaches in justice-oriented ways. I argue social foundations can support preservice teachers in developing a critical lens to apply in their enactment of mathematical practices through practice-based approaches. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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