From Awareness to Pedagogical Design: Translating Sociocultural Commitments Into Socio-Critical Mathematical Modeling Task Construction
Socio-Cultural Perspectives of Mathematics Teaching and Learning, IGI Global, ss.41-78, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.4018/979-8-3373-9604-0.ch002
- Yayınevi: IGI Global
- Sayfa Sayıları: ss.41-78
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
This chapter examines how prospective mathematics teachers develop sociocultural awareness through socio- critical mathematical modeling and how that awareness translates into pedagogical design. Drawing on a qualitative case study conducted in a semester- long mathematical modeling course in Türkiye, the study analyzes reflection papers, classroom discussions, interviews, and collaboratively designed socio- critical mathematical modeling tasks. The findings indicate that participants developed increasingly sophisticated understandings of social justice issues and progressively came to view mathematics as a lens for interpreting social realities. However, this awareness was not systematically integrated into their task designs. Many tasks remained at the level of contextualized mathematics rather than evolving into fully socio- critical modeling tasks. The findings contribute to mathematics teacher education by illustrating the challenges of translating sociocultural awareness into socio- critical instructional practice.