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Pre-service teachers’ perceptions of mathematics education and social justice

Artigo2024

Korsi K. Agbozo ORCID; Francis Ohene Boateng ORCID; Evelyn Agyei ORCID; Ebenezer Appiagyei ORCID

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Resumo

Many instances have presented mathematics as a difficult subject for students, and some of these difficulties have been perceived as an injustice to those who suffer from it. Meanwhile, no child is to be left behind in building a just society if all were to experience the collective good of mathematics. For this reason, it became necessary to explore pre-service teachers’ perceptions of mathematics as social justice in their lived experiences. In doing this, the qualitative interpretive approach was adopted, where qualitative data was collected, transcribed, and analysed using the case study design. A sample of eleven pre-service teachers were involved in the study. The findings indicated that the pre-service teachers had experienced severe issues of mathematics as social justice in their previous schooling that were unfair to them. However, they now felt mathematics could be interesting if delivered in a manner that let their voices be heard in the delivery process.

Dados da obra

Tipo
Artigo
Periódico
Contemporary Mathematics and Science Education, v. 5, n. 2, p. ep24007
Ano
2024 (2024-05-24)
Idioma
en
Palavras-chave
pre-service teachers; mathematics education; social justice; teacher perceptions; lived experience; student voice
Temas
Educação Matemática Crítica
DOI
10.30935/conmaths/14638
ISSN
2634-4076
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
AGBOZO, Korsi K. et al.. Pre-service teachers’ perceptions of mathematics education and social justice. Contemporary Mathematics and Science Education, v. 5, n. 2, p. ep24007, 2024. DOI: https://doi.org/10.30935/conmaths/14638.

APA

Agbozo, K. K., Boateng, F. O., Agyei, E., & Appiagyei, E. (2024). Pre-service teachers’ perceptions of mathematics education and social justice. Contemporary Mathematics and Science Education, 5(2), ep24007. https://doi.org/10.30935/conmaths/14638

BibTeX
@article{agbozo2024,
  author = {Agbozo, Korsi K. and Boateng, Francis Ohene and Agyei, Evelyn and Appiagyei, Ebenezer},
  title = {Pre-service teachers’ perceptions of mathematics education and social justice},
  year = {2024},
  journal = {Contemporary Mathematics and Science Education},
  volume = {5},
  number = {2},
  pages = {ep24007},
  doi = {10.30935/conmaths/14638},
  language = {en}
}
RIS
TY  - JOUR
AU  - Agbozo, Korsi K.
AU  - Boateng, Francis Ohene
AU  - Agyei, Evelyn
AU  - Appiagyei, Ebenezer
TI  - Pre-service teachers’ perceptions of mathematics education and social justice
PY  - 2024
JO  - Contemporary Mathematics and Science Education
VL  - 5
IS  - 2
SP  - ep24007
DO  - 10.30935/conmaths/14638
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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