Abstract
In this chapter, I describe conceptually, and give an example of, an aspect of teaching mathematics for social justice – teachers’ attempts to connect three forms of knowledge: community, critical, and classical. The setting is a Chicago public high school, oriented toward social justice, whose students are all low-income African Americans and Latinas/os.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Apple MW. Ideology and curriculum. 3rd ed. New York: RoutledgeFalmer; 2004.
Brantlinger A. Geometries of inequality: Teaching and researching critical mathematics in a low-income urban high school. Unpublished doctoral dissertation. Evanston, IL: Northwestern University; 2006.
Brantlinger A, Buenrostro P, Gutstein E. Teaching mathematics for social justice: Where is the mathematics? Paper presented at the Research Presession. Atlanta, GA: Annual Meeting of the National Council of Teachers of Mathematics; 2007, April.
Delpit L. The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review. 1988;58:280–298.
Fennema E, Scott Nelson B. Mathematics teachers in transition. Mahwah, NJ: Lawrence Erlbaum; 1999.
Frankenstein M. Critical mathematics education: An application of Paulo Freire’s epistemology. In: Shor I, editor. Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Boyton/Cook; 1987. p. 180–210.
Frankenstein M. Reading the world with math: Goals for a criticalmathematical literacy curriculum. In: Lee E, Menkart D, Okazawa-Rey M, editors. Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington DC: Network of Educators on the Americas; 1998. p. 306–313.
Frankenstein M, Powell AB. Toward liberatory mathematics: Paulo Freire’s epistemology and ethnomathematics. In: McLaren PL, Lankshear C, editors. Politics of liberation: Paths from Freire. New York: Routledge; 1994. p. 74–99.
Freire, P. (1970/1998). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York: Continuum.
Freire, P. (1973). Education for critical consciousness. (M. B. Ramos, Trans.). New York: The Seabury Press.
Freire, P. (1994). Pedagogy of hope: Reliving “Pedagogy of the Oppressed” (R. R. Barr, Trans.). New York: Continuum.
Freire P, Macedo D. Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey; 1987.
Gandin, L. A. (2002). Democratizing access, governance, and knowledge: The struggle for educational alternatives in Porto Alegre, Brazil. Unpublished doctoral dissertation. Madison, WI: University of Wisconsin.
Giroux HA. Theory and resistance in education: Towards a pedagogy for the opposition. Westport, CN: Bergin & Garvey; 1983.
Gutstein E. Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge; 2006.
Gutstein E. Connecting community, critical, and classical knowledge in teaching mathematics for social justice. The Montana Mathematics Enthusiast, Monograph. 2007;1:109–118.
Gutstein E. Building political relationships with students: What social justice mathematics pedagogy requires of teachers. In: de Freitas E, Nolan K, editors. Opening the research text: Critical insights and in(ter)ventions into mathematics education. New York: Springer; 2008a. p. 189–204.
Gutstein E. Developing social justice mathematics curriculum from students’ realities: A case of a Chicago public school. In: Ayers W, Quinn T, Stovall D, editors. The handbook of social justice in education. New York: Routledge; 2008b. p. 690–698.
Gutstein E. Mathematics as a weapon in the struggle. In: Skovsmose O, Greer B, editors. Opening the cage: Critique and politics of mathematics education. Rotterdam, The Netherlands: Sense Publishers; 2012. p. 23–48.
Gutstein E, Peterson B, editors. Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools, Ltd.; 2005.
Hill H, Ball DL. Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education. 2004;35:330–335.
Joseph GG. Foundations of Eurocentrism in mathematics. In: Powell AB, Frankenstein M, editors. Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, NY: SUNY Press; 1997. p. 61–81.
Knijnik G. Popular knowledge and academic knowledge in the Brazilian peasants’ struggle for land. Educational Action Research. 1997;5:501–511.
Ladson-Billings G. The dreamkeepers. San Francisco: Jossey Bass; 1994.
Ladson-Billings G. Making mathematics meaningful in multicultural contexts. In: Secada WG, Fennema E, Adajian LB, editors. New directions for equity in mathematics education. Cambridge: Cambridge University Press; 1995a. p. 126–145.
Ladson-Billings G. Toward a theory of culturally relevant pedagogy. American Educational Research Journal. 1995b;32:465–491.
Lipman P. High stakes education: Inequality, globalization, and urban school reform. New York: Routledge; 2004.
Lipman P, Haines N. From accountability to privatization and African American exclusion: Chicago’s “Renaissance 2010”. Educational Policy. 2007;21:471–502.
Lorde A. Sister outsider: Essays and speeches. Freedom, CA: Crossing Press; 1984.
Macedo D. Literacies of power: What Americans are not allowed to know. Boulder, CO: Westview; 1994.
Mack N. Learning fractions with understanding: Building on informal knowledge. Journal for Research in Mathematics Education. 1990;21:16–32.
McLaren P. Life in schools: An introduction to critical pedagogy in the foundations of education. 5th ed. Boston: Pearson/Allyn and Bacon; 2007.
Moll LC, Amanti C, González N, editors. Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Laurence Erlbaum; 2005.
Tajitsu Nash P, Ireland E. Rethinking terms. In: Bigelow B, Peterson B, editors. Rethinking Columbus: The next 500 years. Milwaukee, WI: Rethinking Schools, Ltd.; 1998. p. 112.
National Center for Research in Mathematical Sciences Education & Freudenthal Institute (1997–1998). Mathematics in context: A connected curriculum for grades 5–8. Chicago: Encyclopedia Britannica Educational Corporation.
Osler, J. (2006). Radical math website. http://radicalmath.org/
Russo, A. (2003, June). Constructing a new school. Catalyst. Retrieved March 3, 2004 from http://www.catalyst-chicago.org/06-03/0603littlevillage.htm
Shulman LS. Those who understand: Knowledge growth in teaching. Educational Researcher. 1986;15:4–14.
Skovsmose O. Towards a philosophy of critical mathematical education. Boston: Kluwer; 1994.
Skovsmose O. Critical mathematics education for the future. Aalborg, Denmark: Aalborg University, Department of Education and Learning; 2004.
Swarns, R. (October 3, 2006). A racial rift that isn’t black and white. New York Times. Retrieved October 4, 2006 from http://www.nytimes.com/
Tate WF. Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory into Practice. 1995;34:166–173.
Turner, E. (2003). Critical mathematical agency: Urban middle school students engage in mathematics to investigate, critique, and act upon their world. Unpublished doctoral dissertation. Austin, TX: University of Texas - Austin.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Gutstein, E. (2012). Connecting Community, Critical, and Classical Knowledge in Teaching Mathematics for Social Justice. In: Mukhopadhyay, S., Roth, WM. (eds) Alternative Forms of Knowing (in) Mathematics. New Directions in Mathematics and Science Education , vol 24. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-921-3_15
Download citation
DOI: https://doi.org/10.1007/978-94-6091-921-3_15
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-921-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)