“Nobody’s Rich and Nobody’s Poor … It Sounds Good, but It’s Actually Not”: Affluent Students Learning Mathematics and Social Justice

By Indigo Esmonde. 2014

52 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4977b9e762d9cb3a8481d7fc3da0bf4d19d20469

How researchers see this paper

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

In Developmental and Educational Psychology

1. Gregory V. Larnell

In Education

1. Erika C. Bullock
2. Gregory V. Larnell
3. C. Jett

Citations in the corpus

• Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective (2016, background): “Esmonde (2014) studied mathematics lessons in which affiuent middle and secondary students at independent schools examined issues of wealth distribution by using "familiar" (p. 384) mathematical concepts the students were also exploring in other contexts.”
• Teaching Mathematics for Spatial Justice: An Investigation of the Lottery (2016, background): “…subset of these projects studies about place, typically comparing across places from the vantage point of the classroom to demonstrate inequities (e.g., Brantlinger, 2005; Enyedy, Danish, & Fields, 2011; Enyedy & Mukhophadyay, 2007; Esmonde, 2014; Gutstein, 2013; Wilkerson-Jerde & Laina, 2015).”