Research Article

Pre-service teachers’ perceptions of mathematics education and social justice

Korsi K. Agbozo 1 2 * , Francis Ohene Boateng 1 , Evelyn Agyei 1 3 , Ebenezer Appiagyei 1
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1 Akenten Appiah Menka University of Skill Training and Entrepreneurial Development, Kumasi, GHANA2 Presbyterian College of Education, Akropong-Akuapem, GHANA3 St. Vincent College of Education, Yendi, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 5(2), July 2024, ep24007, https://doi.org/10.30935/conmaths/14638
Published Online: 24 May 2024, Published: 01 July 2024
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ABSTRACT

Many instances have presented mathematics as a difficult subject for students, and some of these difficulties have been perceived as an injustice to those who suffer from it. Meanwhile, no child is to be left behind in building a just society if all were to experience the collective good of mathematics. For this reason, it became necessary to explore pre-service teachers’ perceptions of mathematics as social justice in their lived experiences. In doing this, the qualitative interpretive approach was adopted, where qualitative data was collected, transcribed, and analysed using the case study design. A sample of eleven pre-service teachers were involved in the study. The findings indicated that the pre-service teachers had experienced severe issues of mathematics as social justice in their previous schooling that were unfair to them. However, they now felt mathematics could be interesting if delivered in a manner that let their voices be heard in the delivery process.
Keywords: social justice, experiences, equity, access, power, identity

CITATION (APA)

Agbozo, K. K., Boateng, F. O., Agyei, E., & Appiagyei, E. (2024). Pre-service teachers’ perceptions of mathematics education and social justice. Contemporary Mathematics and Science Education, 5(2), ep24007. https://doi.org/10.30935/conmaths/14638

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