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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: Contributor(s): Material type: TextTextSeries: Journal of Education ; Volume 196, number 1Boston: BUSE, 2016Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 00220574
Subject(s): LOC classification:
  • LB5 JOU
Online resources: 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 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

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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