{"title":"数学教师教育工作者在培养数学教师应对课堂内的全球挑战方面的作用","authors":"Alf Coles, T. Helliwell","doi":"10.14324/lre.21.1.02","DOIUrl":null,"url":null,"abstract":"The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms\",\"authors\":\"Alf Coles, T. Helliwell\",\"doi\":\"10.14324/lre.21.1.02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.\",\"PeriodicalId\":45980,\"journal\":{\"name\":\"London Review of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"London Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14324/lre.21.1.02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"London Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14324/lre.21.1.02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms
The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.
期刊介绍:
London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.