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.
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 4 months ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 4 months ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 4 months ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 8 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 8 months ago