Teachers creating mathematical models to fairly distribute school funding

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2023-06-01 DOI:10.1016/j.jmathb.2023.101041

Hyunyi Jung , Megan H. Wickstrom

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引用次数: 2

Abstract

Our study aims to investigate what teachers do as they draw on their mathematical understanding and personal experiences to engage in social justice-oriented mathematical modeling. We analyze what ideas were expressed by teachers regarding their mathematical identities while they explore, wrestle with, and reconcile the underlying societal values that support mathematical models. We invited groups of teachers to make mathematical models for distributing school funding given real data from diverse, anonymized schools. Our results show that teachers created and refined diverse mathematical models to connect the mathematical world and societal space and these models reflected different societal values. Drawing on their own experiences, teachers expressed a sense of agency and critical consciousness while making decisions about school funding. This study delineates mathematical contents and processes necessary for advancing a societal goal of fairly distributing funds and we explore how teachers connect to this context as learners and members of society.

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教师创建数学模型以公平分配学校资金

我们的研究旨在调查教师在利用他们的数学理解和个人经验参与以社会正义为导向的数学建模时会做什么。我们分析了教师在探索、挣扎和调和支持数学模型的潜在社会价值观时，对他们的数学身份表达了什么想法。我们邀请了一群教师，根据来自不同匿名学校的真实数据，建立分配学校资金的数学模型。我们的研究结果表明，教师创建并完善了各种数学模型，以连接数学世界和社会空间，这些模型反映了不同的社会价值观。根据自己的经验，教师在做出学校资金决策时表达了能动性和批判性意识。本研究描述了推进公平分配资金的社会目标所需的数学内容和过程，并探讨了教师作为学习者和社会成员如何与这一背景联系起来。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.