CONNECTING COMMUNITY, CRITICAL, AND CLASSICAL KNOWLEDGE IN TEACHING MATHEMATICS FOR SOCIAL JUSTICE

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Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children (2019, background): “…specifically has shown how creating a mathematics curriculum based upon the lived cultural experiences of Latino students was integral in helping students develop a critical sociopolitical consciousness of their world en route to also developing their mathematical proficiency (Gutstein, 2008).”
Living Mathematx: Towards a Vision for the Future. (2017, background): “This, for me, has been one limitation of social justice mathematics (Gutstein 2003; 2006; 2007), as it tends to assume we will keep intact as “classical” what I refer to as “dominant” mathematics rather than challenging whether that version or any single version should remain central.”
When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics (2017, background): “This requires mathematics teachers to make connections between procedures, concepts, and contexts that enhance critical thinking opportunities and allow students to see themselves in the mathematics (Gutstein, 2007).”