مدرکات المعلمين وأداءاتهم التدريسية الداعمة للعدالة الاجتماعية في فصول تعليم الرياضيات متعددة الثقافات

أولا: المراجع العربية

إبراهیم العیسوی. (2011). العدالة الاجتماعیة والنماذج التنمویة مع اهتمام خاص بحالة مصر وثرواتها، المرکز العربی للأبحاث ودراسة السیاسات

أحمد اللقانی، وعلى الجمل .(1999).معجم المصطلحات التربویة المعرفة فی المناهج وطرق التدریس (ط2).  عالم الکتب.

أحمد واعظی. (2017). نظریات العدالة: دراسة ونقد (ترجمة حیدر نجف)، مرکز الحضارة لتنمیة الفکر الإسلامی.

أسامة عابد. (٢٠٠٩). معتقدات طلبة معلم الصف بفاعلیتهم فی تعلـیم العلـوم وعلاقة ذلک بمستوى فهمهم للمفاهیم العلمیة. المجلة الأردنیة، العلوم التربویـة، 5 (187)، 173-199.

رائدة محمد. (٢٠٠٥). أثر معتقدات معلمی الریاضیات نحو حـل المسألة الریاضیة على الاستراتیجیات التی یستخدمها طلبة الصف السابع فـی حلهم للمسألة الجبریة. (رسالة ماجستیر غیر منشورة). ، الجامعة الأردنیة.

عبدالعزیز الرویس. (2016). واقع الممارسات التدریسیة الداعمة للتعلم البنائی لدى معلمی الریاضیات للمرحلة الثانویة فی المملکة العربیة السعودیة. مجلة العلوم التربویة والنفسیة، 17 (1)، 161-187.

عطیة أبوالشیخ. (2013). معتقدات معلمی اللغة العربیة فی المدارس الحکومیة حول مهنة التدریس وعلاقتها بمهارات التدریس لدیهم فی الأردن. مجلة الفتح، 53، 117-138.

على العمری. (2006). معتقدات معلمی العلـوم حـول طبیعة العلم والتعلیم والتعلم وعلاقتها بسلوکهم التعلیمی. (رسالة دکتوراه غیـر منشورة). جامعة عمان العربية.

على جوهر، ومیادة الباسل. (2015). متطلبات دعم مجانیة التعلیم للعدالة التعلیمیة بین المصریین. المؤتمر العلمی التاسع ""التعلیم والعدالة الاجتماعیة". کلیة التربیة - جامعة سوهاج.

على راشد. (2002). خصائص المعلم العصری وأدواره والإشراف علیه وتدریبه. دار الفکر العربی.

محمد الدوسری. (2011). مدى اتساق معتقدات معلمی الریاضیات وممارساتهم الصفیة حول المسألة الریاضیة. (رسالة ماجستیر غیر منشورة). جامعة الملک سعود.

محمد أمین المفتی. (2008). الریاضیات العرقیة Ethnomathematics کمدخل للحوار بین الحضارات: رؤیة ووجهة نظر. آفاق جدیدة فی تعلیم الکبار، العدد 7، ص ص. 91-98. 

المکتب الثقافی المصری. (2016). أبناؤنا فی الخارج. استرجعت من http://www.ecbrsa.edu.eg/home.jsp

هشام برکات. (2006). تعلیم الریاضیات فی عالم متعدد الثقافات. متاح على Kotobarabia.com

الیونیسکو. (د.ت). الاستثمار فی التنوع الثقافی والحوار بین الثقافات. استرجعت من https://www.un.org/ar/events/culturaldiversityday/assets/pdf/unescoreport.pdf

ثانيا: المراجع العربية مترجمة

Translaton of the Arabic References

Ibrahim A. (2011). Social justice and development models, with special attention to the state of Egypt and its wealth.The Arab Center for Research and Policy Studies

Allakany, A. &  Al gamal , A. (1999). Dictionary of Educational Terms Knowledged  in Curricula and Teaching Methods , ( 2^nd th) , The World of Books.(Alam Alkotob)

Wazi, A.(2017). Theories of Justice, Study and Criticism (translated by Haydar Najaf). Beirut. Civilization Center for the Development of Islamic Thought.

Osama, A. (2009). The students' beliefs of the class teacher in their effectiveness in teaching science and its relationship to the level of their understanding of scientific concepts. The Jordanian Journal, Educational Sciences, 5 (187), 173-199.

Raedah, M. (2005). The effect of mathematics teachers' beliefs towards solving a mathematical problem on the strategies used by seventh grade students in solving the algebraic problem. (Unpublished master thesis). University of Jordan.

Abdul_Aziz, A. (2016). The reality of teaching practices that support constructive learning among mathematics teachers for the secondary stage in the Kingdom of Saudi Arabia. Journal of Educational and Psychological Sciences, 17 (1), 161-187.

Attia Abu Al-Sheikh. (2013). Beliefs of Arabic language teachers in public schools about the teaching profession and its relationship to their teaching skills in Jordan. Al-Fath Magazine, 53, 117-138.

Ali, A. (2006). Science teachers' beliefs about the nature of science, teaching and learning and their relationship to their teaching behavior.) Unpublished PhD thesis). Amman Arab University.

Ali, J and Maiada, Al (2015).  Requirements to support free education for educational justice among Egyptians. The Ninth Scientific Conference “Education and Social Justice.” Faculty of Education - Sohag University.

Ali, R. (2002). The characteristics of the modern teacher, his roles, supervision and training. Dar ALfekr Alaraby.

Al dosary, M. (2011). The extent to which math teachers' beliefs and classroom practices are consistent about the mathematics issue.( Unpublished Master thesis).  the university of King Saud.

Al mofty, M.A. (2008). Ethno mathematics as an entry point for dialogue between civilizations: a perception and a viewpoint. New Horizons in Adult Education, 7, 91-98.

Egyptian Cultural Office. (2016). Our sons abroad. Retrieved from http://www.ecbrsa.edu.eg/home.jsp

Hisham, B. (2006). Teaching mathematics in a multicultural world. Available on Kotobarabia.com

UNESCO. (n.d). Investing in cultural diversity and intercultural dialogue. Retrieved from:  https://www.un.org/ar/events/culturaldiversityday/assets/pdf/unescoreport.pdf

ثالثا: المراجع الأجنبية

Amit M., & Abu Qouder F. (2017) Weaving Culture and Mathematics in the Classroom: The Case of Bedouin Ethnomathematics. In: Rosa M., Shirley L., Gavarrete M., Alangui W. (Eds.) Ethnomathematics and its Diverse Approaches for Mathematics Education. ICME-13 Monographs. Springer, Cham.

Beghetto, R., & Kaufman, J. (2010). Nurturing Creativity in the Classroom. Cambridge: Cambridge University Press. 

Bender-Slack, D., & Raupach, M. P. (2008). Negotiating standards and social justice ın the social studies: Educators‘perspectives. The Social Studies, 99, 255-259.

Boujaoude, S.B. (1991). A study of the nature of students’ understandings about the concept of burning. Journal of Research in Science Teaching, 28(8), 689-704.

Bruccoleri, C. (2008). Perceptions of the principal's role in facilitating and promoting social justice education in schools. Unpublished master thesis. Alberta: The University of Calgary.

Bursa, S., & Ersoy, A. F. (2016). Social studies teachers ‘perceptions and experiences of social justice. Eurasian Journal of Educational Research, 64, 319-340.

Cecilia, C. T. (2018). Affordances for Learning and Maintenance of Bilingual Children's Home-Language through Service-Learning. An International Online Journal, 8 (2), 94-116.

Dover, A. (2013) Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices. Multicultural Perspectives, 15(1), 3-11.

Eder, D, (1997). Sexual aggression within the school culture. In B. Bank and P. Hall (Eds.) Gender equity, and schooling: policy and practice , 93-112. New York: Garland.

Enterline, S., Cochran-Smith, M., Ludlow, L. H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4(4), 267-290.

Germain-McCarthy, Y. (2017). Mathematics and multiethnic students: exemplary practice. New York: Taylor & Francis

Gutstein, E. (2003). Teaching and Learning Mathematics for Social Justice in an Urban, Latino School. Journal for Research in Mathematics Education, 34 (1), 37-73.

Hackman, H. (2005). Five Essential Components for Social Justice Education. Equity & Excellence in Education, 38 (2), 103-109.

Hazzard-Robinson, M. M. (2017). Cultural Sensitivity in the Performance-Based Learning Environment. Unpublished dissertation. Walden University. Retrieved from https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=5625&context= dissertations

Henderson, M. A. (2009). We all make a difference: Social justice education through service learning and critical literacy. Unpublished dissertation. Indiana University.

Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27 (1), 65-90.

Khader, F. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research, 2(1), 73-92. 

Lee, J. H. (2011). Investigating the influences of social studies methods courses on preservice teachers with a focus on issues of diversity and social justice: Three case studies. Unpublished dissertation. University of Illinois at Urbana-Champaign

Leonidou,V.,& Philippou,G. (2005). Teachers’ Beliefs About Students’ Development of the Pre-Algebraic Concept of Equation”. In Chick, H. L., & Vincent, J. L. (Eds.) Proceedings of the 29th Conference of the international Group for the Psychology of Mathematics Education, 2(3), 41-48.

Mirich, D.L., & Cavey, L.O. (2015). Lacing Together Mathematics and Culture .Mathematics Teaching in the Middle School, 21(1), 16-24.

Nathan W. Pyle. (2014). This teacher taught his class a powerful lesson about privilege. Retrieved from: https://www.buzzfeed.com/nathanwpyle/this-teacher-taught-his-class-a-powerful-lesson-about-privil?utm_term=.qwBLaeWyM#.khM759Lng

National Center for Education Statistics (2017). The condition of education. Washington DC: US Government Printing Office.

Pajares, M. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of educational Research, 3, 307-332.

Pang, M.F. (1999). Two Faces of Variation on continuity in the phenomenographic movement. Paper presented to the 8^th Biennial Conference of the European Association for Research in Learning and Instruction, Göteborg.

Rioux, K. (2014). Teaching Social Justice in an Information Literacy Course: An Action Research Case Study. Qualitative and Quantitative Methods in Libraries (QQML), Social Inclusion, 23 – 30.

Samuels, G. L. (2014). Reflections in the classroom: Perspectives on teaching for social justice from secondary social studies educators. Unpublished dissertation. University of South Florida.

Sara, B. (2011). Social Justice Beliefs and Practices of Novice versus Experienced Elementary School Teachers. Retrieved from ERIC database (ED534244).

Sercan, B., & Figen, A. (2016). Social Studies Teachers' Perceptions and Experiences of Social Justice Retrieved from ERIC database (EJ1121946).

Singh, M. (2011). The place of social justice in higher education and social discourse changes. Compare, 4(41), 481-494.

Storms, S. B. (2012). Preparing students for social action in a social justice education course: What works? Equity & Excellence in Education, 45, 547–560.

Thorkildsen, C. (1989). Pluralism in children’s reasoning about socialjustice. Child Development, 60,965-972.

Webb, N. L. (1993). Visualizing a theory of assessment of students’ knowledge of mathematics. In M. Niss (Ed.), Investigation into assessment in mathematics education ,  253-263. Dordrecht, Kluwer academic publishers.

Wheeler, E. (2008). Caring for the Earth and for Others: Children's Books for Social Justice and the Environment. Childhood Education, 85 (1), 32.