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Teaching and Learning Mathematics for Social Justice in an Urban, Latino School

Eric Gutstein
Journal for Research in Mathematics Education
Vol. 34, No. 1 (Jan., 2003), pp. 37-73
DOI: 10.2307/30034699
Stable URL: http://www.jstor.org/stable/30034699
Page Count: 37
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School
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Abstract

This article reports on a 2-year study about teaching and learning mathematics for social justice in an urban, Latino classroom and about the role of an NCTM Standardsbased curriculum. I was the teacher in the study and moved with the class from seventh to eighth grade. Using qualitative, practitioner-research methodology, I learned that students began to read the world (understand complex issues involving justice and equity) using mathematics, to develop mathematical power, and to change their orientation toward mathematics. A series of real-world projects was fundamental to this change, but the Standards-based curriculum was also important; such curricula can theoretically promote equity, but certain conditions may need to exist. Social justice pedagogy broadens the concept of equity work in mathematics classrooms and may help promote a more just society.

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