Rethinking Mathematics: Teaching Social Justice by the Numbers

By Eric Gutstein, B. Peterson. 2005

227 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f7ea1b745b6af9776b7a3e7a8fb7993d2756cd54

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Citations in the corpus

Critical Values and Transforming Data: Teaching Statistics with Social Justice (2007, background): “The literature of teaching using social justice 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.”
The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students (2009, background): “Readings included the following texts: Changing the Faces of Mathematics: Perspectives on African Americans (Strutchens, Johnson, & Tate, 2000); Rethinking Mathematics: Teaching Social Justice by the Numbers (Gutstein & Peterson, 2005); Savage Inequalities (Kozol, 1991); The Dreamkeepers (Ladson-Bil”
“Nobody’s Rich and Nobody’s Poor … It Sounds Good, but It’s Actually Not”: Affluent Students Learning Mathematics and Social Justice (2014, methodology): “For analysis, I selected a 1-day activity adapted from the World Wealth Activity published in Rethinking Mathematics (Gutstein & Peterson, 2005), a set of curricular resources with a social justice theme.”
CONNECTING COMMUNITY, CRITICAL, AND CLASSICAL KNOWLEDGE IN TEACHING MATHEMATICS FOR SOCIAL JUSTICE (2012, background): “…of the specificity of local situations, although there are several examples of projects and units of social justice mathematics that have been taught in urban schools (see, for example, Brantlinger, 2006; Frankenstein, 1998; Gutstein, 2006c; Gutstein & Peterson, 2005; Osler, 2006; Turner, 2003).”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “The text titled Rethinking Mathematics: Teaching Social Justice by the Numbers (Gutstein & Peterson, 2005) is one of the few to provide narratives that illustrate teachers’ attempts to engage in SJP.”
“And That's Just how it Starts”: Teaching Mathematics and Developing Student Agency (2007, background): “Despite the limited research documenting teaching mathematics and developing agency in K-12 schools, the literature is growing (e.g., Gutstein & Peterson, 2005; Tate, 1995; Turner, 2003).”
Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, background): “…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…”
Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective (2016, background): “(p. 24) Based on this framing, Gutstein's (2003; 2006; Gutstein et aI., 1997) ethnographic studies of his ownTLMSJ praxis in high school settings have formed the basis for curricular development of many TLMSJ tasks (see Gutstein & Peterson, 2013).”
Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy (2006, unknown): “…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, 2002; Thomas,…”
African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement (2006, background): “…1995; Wagner, Roy, Ecatoiu, & Rousseau, 2000), positions mathematics education within critical pedagogy (e.g., Frankenstein, 1990; Gutstein, 2006; Gutstein & Peterson, 2005), and argues for studies about historically marginalized students who are successful in school mathematics (e.g., Gieger,…”