数学教师教育工作者在培养数学教师应对课堂内的全球挑战方面的作用

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

London Review of Education Pub Date : 2023-02-01 DOI:10.14324/lre.21.1.02

Alf Coles, T. Helliwell

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引用次数: 0

摘要

世界正处于一个快速变化的时期。气候混乱正在导致洪水、干旱和加剧不平等。在本文中，我们要问的是，在这样的背景下，数学教育的作用是什么，特别是数学教师教育者(mte)在支持教师应对全球挑战和相关的不公正方面可以做些什么?我们回顾了批判性数学教育中所做的工作，并开发了一个模型来反思MTE的作用。我们报道了英国一所大学的工作，自2015年以来，mte一直鼓励教师在课堂上讨论全球问题。MTE出现的一个作用是支持将气候变化的科学工作转化为课堂任务。在英国，由于教育体系日益受制于保守的政治力量，此类工作的空间正受到挤压。我们通过考虑mte引发对假设的一般性质疑的可能性来结束本文，我们认为即使在这样的约束条件下，这也是可能的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms

The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.

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来源期刊

London Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

6.70%

发文量

审稿时长

48 weeks

期刊介绍： London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.