Impact Journal Logo

Developing an awareness of the impact of pedagogy on social justice within primary mathematics

Written by: Laura King
7 min read
LAURA KING, INSTITUTE OF EDUCATION, UNIVERSITY OF DERBY, UK Conducting practitioner research as a teacher in primary education has led me to consider the way in which social justice is enacted through pedagogy in primary mathematics. Social justice is regularly linked with the attainment gap and disadvantaged children, but the actual impact on children of the classroom culture created through the mathematics mastery pedagogical approach is rarely explicitly considered. As a new lecturer in primary initial teacher education, I was curious to start to understand how beginning teachers nearing the end of their initial teacher education would see a connection between their explicit pedagogy and a socially just classroom culture, as well as begin to reflect on the implications for their own future practice as teachers and leaders of mathematics. This article reflects on this process, linking it with emerging themes from my own educational doctorate research. Social justice in mathematic

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

    0 0 votes
    Please Rate this content
    Subscribe
    Notify of
    0 Comments
    Inline Feedbacks
    View all comments

    From this issue

    Impact Articles on the same themes