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