Teaching and Learning Mathematics for Social Justice in an Urban, Latino School

By Eric Gutstein. 2003

656 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/4ec6db2f6ae32f72ae5174517c6fd6a1d8dfd20f

How researchers see this paper

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

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Researching Race in Mathematics Education (2009, background): “Third, socially constructed meanings for race are important in the everyday contexts in which individual students must struggle for mathematics literacy and negotiate both their racial identities and their identities as doers of mathematics (e.g., Berry, 2003, 2005; Cobb & Hodge, 2002; Gutstein, 200”
Culture, Identity, and Equity in the Mathematics Classroom (2010, background): “For example, students might reconcile their core identities with participation in the ongoing regeneration of the normative identity as doer of mathematics established in the classroom, thereby identifying with classroom mathematical activity (Cobb & Hodge, 2003b; Gutstein, 2002a, 2002b; Nasir & H”
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”
Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals (2013, background): “They discussed their conceptions of teaching mathematics for social justice and engaged, as if middle school students, in Gutstein’s (2005) mathematics lesson examining whether racism was a factor in mortgage lending.”
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives (2016, background): “For example, in seventh- and eighth-grade math classrooms, Latino students used real-life information, such as traffic stop data, to understand math concepts and explore racial profiling in their community (Gutstein, 2003).”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “Findings from CRE studies are also relevant to disciplinary outcomes in math and science such as time on task, engagement, and efficacy (Ensign, 2003; Milner, 2011); classroom work and test scores among Latino middle school students (Gutstein, 2003); and pre/post increase in math and science thinkin”
Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry (2009, background): “, entire mathematics is absolute, the totality of mathematics is abstract) which present an exclusionary picture of mathematics education in terms of knowledge traditions to be included, pedagogical practices to be cultivated and methods of knowing to be promoted (Gutstein, 2003).”
Critical Values and Transforming Data: Teaching Statistics with Social Justice (2007, methodology): “For another example, Gutstein (2003) adapted a scenario on the mathematics of random drug testing from the Interactive Mathematics Program (IMP), a four-year integrated problem-based NSF-supported curriculum designated as " exemplary " by the U.S. Department of Education.”
Teaching Mathematics for Spatial Justice: An Investigation of the Lottery (2016, background): “…2003a) in mathematics extends beyond the notion of access to view mathematics as an agentive tool that can support students from within their neighborhoods to fight for the neighborhood and demand justice and equity on its behalf (e.g., Frankenstein, 1989, 1995; Gutstein, 2003, 2006; Turner, 2012).”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “…lens has the potential to make visible issues of racism and racialization in mathematics learning and participation in ways that mathematics educators may not have previously considered (e.g., Gutstein, 2003; 2005; Martin, 2006a, 2006b; Reed & Oppong, 2005; Stinson, 2004; Thompson & Lewis, 2005).”
Teaching Mathematics in a Primary Multilingual Classroom (2005, background): “Gutstein (2003), however, through his work with an urban Latino school in Chicago, has shown that learners who learn mathematics in a language that is not their home language can be successful in a reform curriculum as long as the pedagogy takes into consideration who they are.”
Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy (2006, background): “…in their own words aligns with the theoretical perspectives of critical mathematics educators (e.g., S. Anderson, 1990; Frankenstein, 1990, 1994; Gutstein, 2003; Gutstein & Peterson, 2005; Moses, 1994; Moses & Cobb, 2001; Skovsmose, 1994; Skovsmose & Valero, 2001; Stanic, 1989; Tate & Rousseau,…”