|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Mathematics teachers and social justice: A systematic review of empirical studies|
|Citation:||Xenofontos C, Fraser S, Priestley A & Priestley M (2020) Mathematics teachers and social justice: A systematic review of empirical studies. Oxford Review of Education. https://doi.org/10.1080/03054985.2020.1807314|
|Abstract:||The issue of social justice has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics teachers and/or teaching. More specifically, we examine (a) how social justice is conceptualised in the identified studies, (b) what specific issues are investigated and methodological approaches employed to do so, and (c) the main key points that arise from their empirical findings. Implications and suggestions of how the field can move forward are discussed at the end.|
|Rights:||[Xenofontos et al - final version.pdf] This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Oxford Review of Education on 14 Sep 2020, available online: http://www.tandfonline.com/10.1080/03054985.2020.1807314.|
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|Notes:||Output Status: Forthcoming/Available Online|
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|Xenofontos et al - final version.pdf||Fulltext - Accepted Version||368.1 kB||Adobe PDF||Under Embargo until 2022-03-15 Request a copy|
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