Rethinking Mathematics: Teaching Social Justice by the Numbers
By J. Rauff. 2005
151 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/f2c3f7f3a33e2d8af478fe5d5496db119b8689c8
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In Education
Citations in the corpus
- Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, unknown): “At the elementary level, examples include exploring large numbers through budgetary expenditures contexts (Peterson, 2005), using multiplication, measurement, and data analysis to challenge district decisions to close a neighbourhood school (Varley-Gutierrez, 2011), utilizing measurement concepts…”
- 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).”
- The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “…this lesson did not intend to reinforce stereotypes, some students in Brantlinger’s class drew conclusions that “reinforced the dominant view that the problem with South Central is the people who live there” and not the systemic issues that affected their quality of life (Brantlinger, 2005, p. 99).”
- Critical Values and Transforming Data: Teaching Statistics with Social Justice (2007, background): “…has virtually nothing specific to statistics alone, but for mathematics, there is a small, fast-growing body of work (e.g., Gutstein 2003, 2006a; Gutstein and Peterson 2005; Gau 2005), national workshop presentations (e.g., Lesser 2006c; Gray 2006), and conferences (e.g.,…”
- Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, unknown): “…2008; Eglash, 1997; Powell & Frankenstein, 1997; Powell & Temple , 2001) and critical mathematics literacy (Frankenstein, 1990; Gutstein, 2006; Gutstein & Peterson, 2005) is a fundamental acknowledgment that mathematics is principally a cultural activity rooted in the lives and experiences of…”