The Sociopolitical Turn in Mathematics Education

By Rochelle Gutiérrez. 2013

654 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/30931b0cd5911862f80400269901c556fe36038c

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Citations in the corpus

First-Generation College Students as Academic Learners: A Systematic Review (2020, background): “…connections between the knowledge students have given their lived experiences and the subject matter they are learning (Castillo-Montoya, 2019; Delima, 2019), as well as interrogating the disciplinary norms, and thinking critically about the subject matter (R. Gutiérrez, 2013; Nasir & Hand, 2006).”
Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective (2016, background): “(Gutstein, 2006); or (e) perhaps more simply, social justice mathematics education (Gutierrez, 2013) or teaching mathematics for social justice (Gutstein, 2006).”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “With the term “Latinx,” I follow Gutiérrez (2013) and others in using genderfair language to represent Latina students, Latino students, Latin@ students, and students who identify with more fluid interpretations of gender or reject the concept of gender altogether.”
An ideology critique of the use-value of mathematics (2013, background): “…in school mathematics is understood as having to do with the particularities of specific groups of students considered to be at a disadvantage (Gutiérrez, 2010; Sriraman, Roscoe, & English, 2010) and not so much as an all-encompassing reality permeating the whole of schooling, thus affecting…”
Living Mathematx: Towards a Vision for the Future. (2017, background): “Thus, shifting the curriculum to more sociopolitical contexts (Gutiérrez 2010/2013ii), what some would refer to as teaching mathematics for social justice (Frankenstein 1990; 1995; Gutstein 2006), could broaden the service of mathematics beyond economics and warfare.”
Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, neutral): “The final movement in mathematics education is sociopolitical [12,34].”
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence (2016, background): “There have also been calls for more attention to specific circumstances (Blömeke, Gustafsson, & Shavelson, 2014; Blömeke, Hsieh, Kaiser, & Schmidt, 2014) and to the broader historical/political contexts in which teachers’ work takes place (Gutiérrez, 2013).”
Young, Black, Mathematically Gifted, and Stereotyped (2013, background): “…of Black high school students from low-income environments, providing much needed counter-narratives to the deficit narratives that remain so pervasive today (Berry, 2008; Gutiérrez, 2010; Jackson, & Wilson, 2012; Leonard & Martin, in press; Martin, 2012; Martin & Gholson, 2012; Stinson, 2009).”
Race, Racial Projects, and Mathematics Education (2013, background): “and international contexts—that critical scholars, particularly critical White scholars, have turned their analyses inward to examine the internal structure of mathematics education as a politically oriented project in order to expose its own enactments and validations of racial hierarchies and ineq”