Incorporating Social Justice into Statistical Instruction: Using Action Research to Impact Pre-Service Teachers

The following action research depicts how two researchers from two universities merged their courses and goals of instruction to impact change in future teachers. Two currently practicing middle school teachers from one university worked with researchers to develop a social justice lesson that had r...

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Bibliographic Details
Published inInternational journal for the scholarship of teaching and learning Vol. 14; no. 1
Main Authors Conway, Basil M, Nguyen, Ha
Format Journal Article
LanguageEnglish
Published Centers for Teaching & Technology at Georgia Southern University 31.05.2020
Georgia Southern University
Subjects
Action Research
Attitude Change
Educational Practices
empowerment
Equal Education
equity
Mathematics Instruction
Preservice Teachers
Racial Attitudes
Social Justice
Statistics
Student Attitudes
teacher preparation
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ISSN1931-4744
1931-4744
DOI10.20429/ijsotl.2020.140113

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Summary:The following action research depicts how two researchers from two universities merged their courses and goals of instruction to impact change in future teachers. Two currently practicing middle school teachers from one university worked with researchers to develop a social justice lesson that had relevance to seventeen K-8 pre-service teachers at another university to promote changes in beliefs about equitable teaching practices and policy. Findings from pre- and post-surveys, field notes during enactment, and reflections teachers found teaching statistics for social justice (TS4SJ) in this setting provided an increased responsiveness to the needs of students and statistical connections while also attending to excuses by those facing dilemmas in belief and racial dominance.
ISSN:1931-4744
1931-4744
DOI:10.20429/ijsotl.2020.140113