Teaching Mathematics for Social Justice in Multicultural, Multilingual Elementary Classrooms
Bibliographic Data
| ID | 15401458 |
|---|---|
| Authors | Indigo Esmonde (University of Toronto, corresponding author), Beverly Caswell (University of Toronto) |
| Year | 2010 |
| Volume | 10 |
| Issue | 3 |
| Pages | 244-254 |
| Publication date | 2010-08-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1080/14926156.2010.504485 |
| OpenAlex | W2022961555 |
| Language | EN |
| Citations received | 7 |
| References cited | 6 |
Focus group · Honor · Mathematics education · Multiculturalism · Pedagogy · Set (abstract data type · Social justice · Social science · Sociology · Computer Science · Educator Training and Historical Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Challenges of social justice in mathematics classrooms
Mathematics teachers and social justice
Privileged and non-privileged agencies – education about, into and with social justice in religious education classrooms
(Re)claiming an activist identity as criticalmathematics educators
Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals
Looking Back, Looking Forward
Time to Spatialise, Transdiscipline and Deconstruct CJSMTE
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2015 - 2023 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |