Learning to teach the M in/for STEM for social justice

• Published in: ZDM Vol. 51; no. 6; pp. 1005 - 1016
• Main Authors: Nicol, Cynthia, Bragg, Leicha A., Radzimski, Vanessa, Yaro, Kwesi, Chen, Arthur, Amoah, Emmanuel
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.11.2019; Springer; Springer Nature B.V
• Subjects: 21st century; 21st Century Skills; Addition & subtraction; Audio data; Audio Equipment; Collaboration; Councils; Critical Literacy; Critical Thinking; Cultural Awareness; Cultural Differences; Displaced persons; Education; Educational Benefits; Educational Practices; Engineering; Expertise; Generic skills; Global problems; Government (Administrative Body); Instructional Design; Interdisciplinary aspects; International Cooperation; Interviews; Learning; Literature Reviews; Local Issues; Mathematical analysis; Mathematics; Mathematics curriculum; Mathematics Education; Mathematics Instruction; Meetings; Original Article; Politics of Education; Problem Solving; Professional Training; Researchers; Role of education; Science education; Social Justice; Social Problems; Social responsibility; STEM Education; Student Attitudes; Students; Teachers; Teaching; Teaching Experience; Teaching Methods; Technical education; Technology education; Thinking Skills; United Kingdom > UK; Twenty-first century skills; Critical mathematics education; Social justice mathematics education; Mathematics education; Social justice pedagogy; STEM

Issues of global and local importance such as climate change and homelessness require critical perspectives across multiple disciplines including science, technology, engineering and mathematics (STEM). Our paper brings critical mathematics education and social justice alongside STEM education to ex...