Jagdev, Manjinder (2024) Anti-racist and decolonial practice in teacher education. Philosophy of Mathematics Education Journal (41). pp. 1-11.

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Abstract

Postgraduate Certificate of Education (PGCE) mathematics students work in groups to create lesson plans and resources about the historical and cross-cultural roots of mathematics, with written reflections on celebrating diversity. Last years’ lesson activities included: ‘The Game AYO’, ‘Yoruba Number System’, ‘Towers of Hanoi’, ‘Crop Circles’ and ‘Tangrams, Sudoku and Kenken’. The students reflected on the implications on their classroom teaching with pupils, relating to unconscious bias and decolonisation of the national curriculum. At the summer British Society for Research into Learning Mathematics (BSRLM) workshop 2021, ideas were shared from university colleagues and students at York St. John University and for classroom teaching. BSRLM colleagues contributed to the Padlet for initial teacher education. Collaborative curriculum development practice takes place with student teachers, involving lesson planning of activities for classroom practice in placement schools. Reflections about critical mathematics education is outlined with feedback from pupils. Learning about contributions to mathematics from people from around the world can help pupil engagement and interest, whilst addressing diversity, inclusion and social justice issues.
Keywords: anti-racism; decolonial practice, critical mathematics education, social justice

Item Type:	Article
Status:	Published
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/9576

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