Why (Urban) Mathematics Teachers Need Political Knowledge

By Rochelle Gutiérrez. Journal of Urban Mathematics Education, 2013

111 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0d7cf922bede61c7de8b9ec18953c7eb48a0cd82

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Gregory V. Larnell
2. Beth Herbel-Eisenmann
3. J. Aguirre
4. Sylvia Celedón-Pattichis
5. M. Stephan
6. Rochelle Gutiérrez
7. Douglas H. Clements
8. Stephen J. Pape

In Sociology and Political Science

1. Gregory V. Larnell
2. Beth Herbel-Eisenmann
3. Rochelle Gutiérrez
4. Douglas H. Clements
5. J. Aguirre
6. M. Civil
7. D. Martin

Citations in the corpus

• Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility (2017, background): “Many voices call on MERs to acknowledge power relations and the political acts in which we engage (e.g., Gutiérrez, 2013; Lerman, 2000; Martin, 2015; Pais & Valero, 2012; Valero & Zevenbergen, 2004).”
• More than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation among Black Undergraduates. (2016, methodology): “2 I use this term as Gutiérrez (2013) did”
• Living Mathematx: Towards a Vision for the Future. (2017, background): “Due in large part to the way research is funded, the field of mathematics is often in the service of warfare and economics (BooB-Bavnbek and Hoyrup 2003; Gutiérrez 2013; Martinez 2016; O’Neil 2016; Porter 1995).”