Difference between pages "Gutiérrez (2009)" and "Gutstein (2003)"
imported>Raymond Johnson (new page) |
imported>Raymond Johnson (new page) |
||
Line 1: | Line 1: | ||
{{Title| | {{Title|Teaching and Learning Mathematics for Social Justice in an Urban, Latino School}} | ||
__NOTOC__ | __NOTOC__ | ||
* Author: [[ | * Author: [[Eric Gutstein]] | ||
* Journal: [[ | * Journal: [[Journal for Research in Mathematics Education]] | ||
* Year: | * Year: 2003 | ||
* Source: http:// | * Source: http://www.jstor.org/stable/30034699 and http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/ | ||
==Abstract== | ==Abstract== | ||
This article | 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 Standards-based 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. | ||
==Corrolary== | ==Corrolary== | ||
;APA | ;APA | ||
: | : 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. Retrieved from http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/ | ||
;BibTeX | ;BibTeX | ||
<pre> | <pre> | ||
@article{ | @article{Gutstein2003, | ||
author = { | author = {Gutstein, Eric}, | ||
journal = { | journal = {Journal for Research in Mathematics Education}, | ||
number = { | number = {1}, | ||
pages = { | pages = {37--73}, | ||
title = {{ | title = {{Teaching and learning mathematics for social justice in an urban, Latino school}}, | ||
volume = { | url = {http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/}, | ||
year = { | volume = {34}, | ||
year = {2003} | |||
} | } | ||
</pre> | </pre> | ||
[[Category:Journal Articles]] | [[Category:Journal Articles]] | ||
[[Category: | [[Category:Journal for Research in Mathematics Education]] | ||
[[Category: | [[Category:2003]] |
Latest revision as of 03:27, 29 October 2017
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School
- Author: Eric Gutstein
- Journal: Journal for Research in Mathematics Education
- Year: 2003
- Source: http://www.jstor.org/stable/30034699 and http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/
Abstract
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 Standards-based 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.
Corrolary
- APA
- 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. Retrieved from http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/
- BibTeX
@article{Gutstein2003, author = {Gutstein, Eric}, journal = {Journal for Research in Mathematics Education}, number = {1}, pages = {37--73}, title = {{Teaching and learning mathematics for social justice in an urban, Latino school}}, url = {http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/}, volume = {34}, year = {2003} }