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- Title
Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning.
- Authors
Che, Megan; Gomez, Carlos Nicolas; Kombe, Dennis
- Abstract
The authors examine how white teachers learning to teach mathematics for social justice disrupt and/or perpetuate whiteness in mathematics education. This special issue started as a conversation among colleagues wanting to create a bigger space for challenging conversations on equity and social justice. In the study, two newly practicing white teachers plan, enact and reflect on social justice mathematics lessons focused on investigating wealth inequality with racially diverse middle school students.
- Subjects
SOCIAL justice; TEACHERS; GROUP identity; MATHEMATICS; MATHEMATICS teachers
- Publication
Investigations in Mathematics Learning, 2021, Vol 13, p1
- ISSN
1947-7503
- Publication type
Academic Journal
- DOI
10.1080/19477503.2021.1885124