Rethinking teaching and learning mathematics for social justice from a critical race perspective created by Dr Gregory V. Larnell, Erika C. Bullock and Christopher

By:

Larnell, Gregory V [author]

Contributor(s):

Material type: Text

TextSeries: Journal of Education ; Volume 196, number 1Boston: BUSE, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

00220574

Subject(s):

Teaching and learning mathematics -- Social justice -- Critical race perspective

LOC classification:

LB5 JOU

Online resources:

Click here to access online

Abstract: What is teaching and learning mathematics for social justice (TLMSJ)? How has TLMSJ been taken up in mathematics education—both historically and contemporarily? Along with unpacking these two central questions, another purpose of this article is to assess the current capacity and stance of TLMSJ toward addressing issues of racial injustice. We begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. We then use this analytical lens to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB5 JOU (Browse shelf(Opens below))	Vol. 196, no. 1 (pages 19-30)	SP26420	Not for loan	For in house use

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What is teaching and learning mathematics for social justice (TLMSJ)? How has TLMSJ been taken up in mathematics education—both historically and contemporarily? Along with unpacking these two central questions, another purpose of this article is to assess the current capacity and stance of TLMSJ toward addressing issues of racial injustice. We begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. We then use this analytical lens to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education.

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