Teaching Mathematics for Social Justice in Action: Promises and Problems of Practice

• In Event: Roundtable Session 26
  In Roundtable Session: Social Justice and the Act of Teaching

Abstract

Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice (TMSJ) remains limited (Bartell, 2013; Gregson, 2013). This paper explores twenty-eight articles and chapters that report TMSJ enactments. Critical Race Theory (CRT) serves as a framework for analyzing possibilities and limitations of TMSJ enactments to address racial inequities in mathematics education. Findings reveal that addressing race in TMSJ enactments provided opportunities for centering people of Colors’ voices in mathematics classrooms. Moreover, critiquing mainstream discourses of neutrality and fairness, which camouflage racism, involved substantial and authentic mathematical work. Mathematical content did not necessarily align with the dominant curriculum and managing time constraints presented challenges, suggesting directions for future research on TMSJ.

Author

• Frances Harper, Michigan State University