Teaching and Learning Mathematics for Social Justice in an Urban, Latino School
Bibliographic Data
| ID | 23344992 |
|---|---|
| Authors | Eric Gutstein (corresponding author) |
| Year | 2003 |
| Volume | 34 |
| Issue | 1 |
| Pages | 37 |
| Publication date | 2003-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal for Research in Mathematics Education (JOURNAL) |
| Journal identifiers | ISSN: 0021-8251 • E-ISSN: 1945-2306 |
| Publisher | National Council of Teachers of Mathematics (PUBLISHER • US) |
| DOI | 10.2307/30034699 |
| OpenAlex | W2122702439 |
| Language | EN |
| Citations received | 85 |
| References cited | 13 |
This article reports on a 2-year study about teaching and learning mathematics for social justice in an urban, Latino classroom and about the role of an NCTM Standardsbased curriculum. I was the teacher in the study and moved with the class from seventh to eighth grade. Using qualitative, practitioner-research methodology, I learned that students began to read the world (understand complex issues involving justice and equity) using mathematics, to develop mathematical power, and to change their orientation toward mathematics. A series of real-world projects was fundamental to this change, but the Standards-based curriculum was also important; such curricula can theoretically promote equity, but certain conditions may need to exist. Social justice pedagogy broadens the concept of equity work in mathematics classrooms and may help promote a more just society.
Mathematics education · Pedagogy · Social justice · Social science · Sociology · Diverse Educational Innovations Studies · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Imaginando cómo podría ser el conocer reflexivo de los Bernabé Bernal
(Re)claiming an activist identity as criticalmathematics educators
But What Does it Look Like in Maths
La Creciente Brecha entre las Disposiciones Educativas Colombianas, las Proclamaciones Oficiales y las Realidades del Aula de Clase
The Theory and Practice of Culturally Relevant Education
Transformative Social and Emotional Learning (SEL)
The Sociopolitical Turn in Mathematics Education
Learning as a Cultural Process
Toward Culturally Responsive Algebra
Equity in Social Emotional Learning Programs
A critical turn in numeracy education and practice
Practical measurement for equity and justice
Integrating Societal Issues with Mathematical Modelling in Pre-Service Teacher Education
“Do Math That Makes a Difference”
Culturally Responsive Mathematics and Curriculum Materials
“I Always Thought Math Was Just Numbers”
The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities
Moving Beyond Eurocentric Notions of Intellectual Safety
“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students
Deaf and Indigenous Curricula and Eco-Pedagogies
Expanding, persistent, and intermediary conceptions of equity
Mathematics teachers and social justice
Connecting Discretionary Spaces to Mathematics Teaching Practices and Systemic Violence of Historically Excluded Learners
Revising Pre‐Service Teacher Education for Diversity, Equity, and Inclusion
Competencia democrática y conocer reflexivo
Science faculty conceptions of equity and their association to teaching practices
A Call for Critical Bifocality
A Critical Review of Educator and Disability Research in Mathematics Education
Crossing the River by Feeling the Stones
Empowering minority students
Beyond Neutrality and Consensus
Mathematics Pre-Service Teachers’ Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice
Repensando las Prácticas Culturales de la Infancia Gitana a través de la Exploración de sus Fondos de Conocimiento e Identidad
Supporting Transgender and Gender-Nonconforming Youth Through Teaching Mathematics for Social Justice
Addressing racial inequalities within schools
Interacción entre discursos en una situación de práctica matemática escolar
Preparing and supporting teachers for equity and racial justice
Whose Ethics? Toward Clarifying Ethics in Mathematics Education Research
Teaching for Social Justice
Negotiating the “Relevant” in Culturally Relevant Mathematics
Disrupting Anti-Blackness with Young Learners in STEM
A Liberatory Response to AntiBlackness and Racism in the Mathematics Education Enterprise
Caring teaching practices in multiethnic mathematics classrooms
Publicly minded, privately focused
Crossing the great divide
A mixed methods investigation of teachers' self-efficacy for culturally responsive instruction
Integrating social justice with mathematics and science
Re-storying practice
Can Econometrics Incorporate a Critical Pedagogy Praxis
Culturally Responsive Mathematics Teaching
Student empowerment in an environmental science classroom
One Size Does NOT Fit All
Latinx STEM Students’ Values toward Conducting Research for Social Change
Researching Race in Mathematics Education
Which schools are in greater need of culturally responsive leaders? A pedagogical uncertainty management perspective
Teaching for Social Justice and the Common Core
Embracing Culturally Relevant Education in Mathematics and Science
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Mathematics Curriculum Systems
Teaching (In)justice
Black Mathematics Educators
Learning To Read Each Other
Culturally Responsive Computing in Urban, After-School Contexts
Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools
Supporting African American Students’ Learning of Mathematics
Invisible Funds of Identity in Urban Contexts
Accountability as a Design for Teacher Learning
Anti-Racist and Ambitious Teaching in Math Classrooms
A Tool for Reflecting on Questionable Numbers in Society
Celebrating Diversity and Denying Disparities
Closing the Achievement Gap in Mathematics and Science Education
Postsecondary French, German, and Spanish teachers' conceptualizations of social justice
An Empirical Study
Between Politics and Equations
Negotiating Sociocultural Discourses
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Leading for Justice, Leading for Learning
Latina/o Students in K-12 Schools
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective
Postulating perfect prompts
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
Imagining the mathematician
Keeping track
Multiplying inequalities
Writing Ethnographic Fieldnotes
Empowering Children And Teachers In The Elementary Mathematics Classrooms Of Urban Schools
Urban Students Acquiring English and Learning Mathematics in the Context of Reform
Variability in Minority School Performance
Literacies of Power
Toward a Theory of Culturally Relevant Pedagogy
The Silenced Dialogue
Returning to the root
Bridging Street and School
Incorporating Race, Gender, and Class Issues into a Critical Mathematica Literacy Curriculum
Situated Learning
| Unique citing works | 85 |
|---|---|
| Citations per year | 3,7 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 81 |