Integrating social justice with mathematics and science: An analysis of student teacher lessons

By Barbara Garii, Audrey C. Rule. 2009

57 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/4bb9ee5e0ad8f4c5ef70a059f0623430df676e26

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Corey Drake
2. Indigo Esmonde
3. Erin E. Turner
4. Miwa Aoki Takeuchi

In General Agricultural and Biological Sciences

1. Indigo Esmonde
2. Corey Drake
3. Erin E. Turner

Citations in the corpus

• A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “For example, Garii and Rule (2007) examined how PSTs’ mathematics and science lessons integrated both accurate and appropriately challenging content (mathematical goals) and meaningful connections to social justice issues (social justice goals).”
• “Nobody’s Rich and Nobody’s Poor … It Sounds Good, but It’s Actually Not”: Affluent Students Learning Mathematics and Social Justice (2014, background): “Recent articles on social justice teaching in mathematics provide many new examples of classroom tasks (see, e.g., Garii & Rule, 2009; Leonard, 2010; Leonard, Brooks, Barnes-Johnson, & Berry, 2010; Root, 2009; Wiest, Higgins, & Frost, 2007).”