Challenges associated with teaching mathematics for social justice: Middle Eastern perspectives

Mohammed Goma Tanko

Abstract


This study involved a group of Middle Eastern Muslim women (ages ranging from 16-36) learning mathematics through social justice pedagogy.  One of the important lessons from this experience is that, despite some of the unique challenges associated with teaching for social justice, in this context this method of teaching is doable and beneficial.  However, in the current atmosphere throughout the Middle East it is a very challenging task: it needs courage and commitment on the part of the teacher/researcher, as well as support and even protection by the head of the college or policymakers to ensure that it leads to positive learning outcomes.


Keywords


Social justice pedagogy; Mathematics; Practical Numeracy; Common educational proficiency assessment (CEPA); Diploma foundation

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DOI: http://dx.doi.org/10.18538/lthe.v11.n1.146