Document Type
Conference Paper
Journal/Book Title/Conference
Proceedings of the 16th International Conference of The Mathematics Education
Author ORCID Identifier
Cynthia Oropesa Anhalt 0000-0002-4566-7832
Brynja Kohler 0000-0002-2395-5956
Will Tidwell 0000-0003-3879-6051
Publisher
WTM-Verlag
Publication Date
8-2022
First Page
26
Last Page
31
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Abstract
Research in prospective teachers’ development of mathematical modeling knowledge for teaching is gaining momentum. The Mathematics of Doing, Understanding, Learning, and Educating for Secondary Students [MODULE(S2)]* project developed a curriculum in modeling for teacher education that includes simulations of practice, in which prospective teachers reflect on and plan a discussion around student thinking, their models, and the contextualization of their results. We present an analysis of prospective teachers’ modeling work on the decreasing area of Indigenous reservation land in the U.S., and a simulation of practice which explores different methods for finding the area of land in connection to the injustice deeply rooted in the treatment of Indigenous people. This problem explores a critical social issue and calls for explicit attention to pedagogical knowledge in structuring discussions around the contextualization of the mathematical results.
Recommended Citation
Anhalt, Cynthia Oropesa et al (2022). Interrogation of Social Justice Contexts in Mathematical Modeling: The Use of Simulations of Practice in the Mathematical Preparation of Teachers, in Morska, Janina & Rogerson, Alan (Eds) Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College, Cambridge, Aug 8-13, 2022 (pp. 26-31). Münster: WTM. https://doi.org/10.37626/GA9783959872188.0