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Rethinking Mathematics: Teaching Social Justice by the Numbers


reviewed by Blidi S. Stemn — 2006

coverTitle: 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
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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.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1709-1711
http://www.tcrecord.org ID Number: 12225, Date Accessed: 10/23/2017 3:04:20 PM

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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.
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