Educating critical mathematics educators: Challenges for teacher educators

Yasukawa, K

Educating critical mathematics educators: Challenges for teacher educators

Yasukawa, K

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Publisher:: Sense Publishers
Publication Type:: Chapter
Citation:: Critical Mathematics Education: Past, Present and Future, 2010, 1, pp. 209 - 224
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Alro, H	en_US
dc.contributor.editor	Ravn, O	en_US
dc.contributor.editor	Valero, P	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Critical Mathematics Education: Past, Present and Future, 2010, 1, pp. 209 - 224	en_US
dc.identifier.isbn	978-94-6091-162-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/14321
dc.description.abstract	When contemplating this question, there are at least three possible areas to examine: the mathematics that the teacher will teach (critical mathematics); tire teacher's pedagogy (critical mathematics pedagogy); or the teacher educator's pedagogy (critical mathematics or numeracy teacher education pedagogy). In this paper I will focus mainly on the second and the third; however,l wiII argue that all three are intimately linked in creating spaces and places where critical mathematics can be a focus of learning. However, to create these spaces and places a key area that adult numeracy teachers and adult numeracy teacher educators need to, and moreover are well placed to engage with, is educational policy because as 1 will argue in this chapter, it is precisely the predisposition to quantitative thinking by bureaucrats and politicians that has contri buted significantly to the marginalization of the broader aims ofleaming in adulthood.	en_US
dc.publisher	Sense Publishers	en_US
dc.relation.ispartof	Critical Mathematics Education: Past, Present and Future	en_US
dc.title	Educating critical mathematics educators: Challenges for teacher educators	en_US
dc.type	Chapter
utslib.location	Rotterdam	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Rotterdam	en_US

Abstract:

When contemplating this question, there are at least three possible areas to examine: the mathematics that the teacher will teach (critical mathematics); tire teacher's pedagogy (critical mathematics pedagogy); or the teacher educator's pedagogy (critical mathematics or numeracy teacher education pedagogy). In this paper I will focus mainly on the second and the third; however,l wiII argue that all three are intimately linked in creating spaces and places where critical mathematics can be a focus of learning. However, to create these spaces and places a key area that adult numeracy teachers and adult numeracy teacher educators need to, and moreover are well placed to engage with, is educational policy because as 1 will argue in this chapter, it is precisely the predisposition to quantitative thinking by bureaucrats and politicians that has contri buted significantly to the marginalization of the broader aims ofleaming in adulthood.

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http://hdl.handle.net/10453/14321