46.086-13 - Toward Social Justice in Mathematics Education: Bridging Multiple Perspectives to Advance Critical Mathematics Praxis

• In Event: 46.086 - Roundtable Session 16

Session Type: Roundtable Session

Abstract

This session positions teaching mathematics for social justice (TMfSJ) as a critical pedagogical approach that explicitly challenges what mathematical knowledge is valued and whose voice has power in using and doing mathematics (Frankenstein, 2005; Gutstein, 2006). Translating TMfSJ from theory to practice presents significant challenges (Bartell, 2011; Gonzalez, 2009), and little is known about effective TMfSJ practices, particularly at the secondary level (Gregson, 2013). The goal of this symposium is to further the discussion of and consider new directions for translating TMfSJ into practice. Each of the three papers, based on empirical research studies with students, teachers, and teacher educators, will highlight and join crucial perspectives involved in TMfSJ in economically marginalized Communities of Color.

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Mary Candace Raygoza, Saint Mary's College of California

Papers

• Student Voices: Using Mathematics to Understand Our Communities and Our World - Patricia Buenrostro, University of Illinois at Chicago

• Counting the Experiences and Beliefs of Teachers Committed to Teaching Mathematics for Social Justice - Mary Candace Raygoza, Saint Mary's College of California

• Teaching Mathematics for Social Justice as a Tool for Teacher Educators to Translate Theories of Equity Into Practice - Frances Harper, Michigan State University