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第29号 (2012) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/6805

Title: Promoting Teaching and Learning of Mathematics Integrated with Social Justice Issues
Authors: Suhendra
Nishitani, Izumi
Keywords: Mathematics for all
social justice
teaching and learning of Mathematics
Issue Date: 15-Mar-2012
Publisher: 群馬大学教育学部附属学校教育臨床総合センター
Citation: 群馬大学教育実践研究. 29, 21-29 (2012)
Abstract: The aim of this paper is developing a sense of social justice in Mathematics education in Indonesia through promoting teaching and learning of Mathematics integrated with social justice issues. Mathematics should be longer than just a subject taken exclusively only by certain people, Mathematics should be for all. If we insist that Mathematics be part of the core curriculum for all of students, then we must make it as a fundamental right that all of students involve in learning Mathematics. Therefore, teaching and learning of Mathematics should let all of students, whatever their background, enjoy and understand Mathematics. A Mathematics teacher should expose the students, whoever they are, based on their different varieties, capabilities, and interests. By this approach, actually teaching and learning Mathematics has begun to introduce social justice issues to students. In addition, topics or themes of Mathematics lessons are concerned to social justice issues which are actual and familiar with students􀀁 experiences. Throughout promoting social justice issues integrated with teaching and learning of Mathematics, students are encouraged to increase their socio political consciousness and help them to develop a positive social and cultural identity, and at the same time they recognise and aware that a lot of values and principles of Mathematics are applicable to daily life activities.  Social justice formation values inculcated in the individual help one to become a good and successful member of the society, and Mathematics develops someone a proper attitude, as there is no space for prejudiced feelings, biased outlook, irrational thinking, and discrimination. Therefore, school Mathematics curriculum should concern and include social justice issues as a part of its content. Regarding this discourse, school Mathematics curriculum should have at least two key principles: (i) provide opportunities for all students to learn and to achieve their Mathematics achievement; and (ii) promote students􀀁 understanding about social justice in preparing all students for the opportunities and experiences of social justice issues.
URI: http://hdl.handle.net/10087/6805
ISSN: 0912-3911
Appears in Collections:第29号 (2012)

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