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

Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning.

Che, Megan; Gomez, Carlos Nicolas; Kombe, Dennis