Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You! VAM Sham BAM
more >>

Announcements

Call for proposals--Special Issue on Mentoring

Call for Manuscripts

CALL FOR CHAPTER - HANDBOOK OF RESEARCH ON LEARNING IN THE AGE OF TRANSHUMANISM

CALL FOR PAPERS IMMIGRATION, BEING IMMIGRANT OR REFUGEE IN THE CONTEXT OF EDUCATION POLICIES IN THE WORLD- IJEP 2018 ISSUES

Call for Papers- International Journal of Management, Economics and Social Sciences

make a post | more >>

Rethinking Mathematics: Teaching Social Justice by the Numbers

reviewed by Blidi S. Stemn � 2006

Title: Rethinking Mathematics: Teaching Social Justice by the Numbers
Author(s): Eric Gutstein, & Bob Peterson (Eds)
Publisher: Rethinking Schools, Milwaukee
ISBN: 0942961544, Pages: 171, Year: 2005
Search for book at Amazon.com

Rethinking Mathematics: Teaching Social Justice by the Numbers is a collection of articles that offer insights and valuable ideas of how mathematics teachers can infuse sociopolitical issues in the teaching and learning of mathematics. The editors, Gutstein and Peterson, as well as the chapter contributors provide practical examples of activities for integrating mathematics and other disciplines. In general, the book suggests a curriculum and a pedagogical model that “seeks to deepen students’ understanding of society and to prepare them to be critical, active participants of democracy” (p. 1) while learning rigorous content. This approach to mathematics education is significantly different from the traditional approach where the student learns to reproduce mathematical knowledge that is often “centered” in the context of the white culture, hence perpetuating the status quo. In addition, Rethinking Mathematics implicitly reaffirms the view that mathematics is value laden and cultural bound with social context considerations. As pointed... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1709-1711
http://www.tcrecord.org ID Number: 12225, Date Accessed: 6/17/2018 9:57:27 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Blidi Stemn Hofstra University E-mail Author BLIDI STEMN, Ph.D., is currently an Assistant Professor of Education at Hofstra University. I teach mathematics methods courses for graduate and undergraduate elementary school teachers and have developed and taught the course Learning to Teach Mathematics from a Social Justice Perspective for the past two years. My interests include mathematics teacher education for social justice, mathematics identity formation of African American students, and a problem-based approach to mathematics methods courses. I am currently working on Mathematics Teaching for Social Justice: The Journey of a Mathematics Teacher, an ethnographic and action research paper, and identity formation of high achieving, urban African American students in mathematics. She is also co-PI of Teacher/Leader Quality Partnerships (TQLP) Program, a professional development program with teachers of low performing schools in Hempstead and Roosevelt School Districts in New York. Her publications include �Mathematics Identity Formation of High Achieving African American Students,� Connecticut Mathematics Journal. She is the co-author of two papers: �Do Numbers Have Shapes? Connecting Number Patterns and Shapes Through the Vedic Matrix," Teaching Children Mathematics, and �Mathematical Discourse: It Makes Good Sense,� Connecticut Mathematics Journal.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: