Gutstein (2003)

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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}
}