The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years’ teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.
- Check this out! twitter.com/slsingh/status… 6 days ago
- I really appreciated the keynote by @deborah_ball #TWSummerInstitute To quote some of her closing words: "It's coll… twitter.com/i/web/status/1… 2 months ago
- RT @TeachingWorks: Today is the day! If you signed up to join us, the link to view our #TWSummerInstitute keynote address today is waiting… 2 months ago
- Looking forward to the lecture by @deborah_ball at #TWSummerInstitute 2 months ago
- RT @ottensam: New episode of the #MathEd podcast -- Dr. Jaime Diamond from @UGAMathSciEd discusses her research on teachers' strategies for… 5 months ago