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Mathematics in and through social justice: another misunderstood marriage?

Journal of Mathematics Teacher Education volume 12, pages 205–216 (2009)Cite this article

Abstract

The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.

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  1. Faculty of Education, University of Regina, Regina, S4S 0A2, SK, Canada

    Kathleen Nolan

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  1. Kathleen Nolan
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Correspondence to Kathleen Nolan.

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Nolan, K. Mathematics in and through social justice: another misunderstood marriage?. J Math Teacher Educ 12, 205–216 (2009). https://doi.org/10.1007/s10857-009-9111-6

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  • DOI: https://doi.org/10.1007/s10857-009-9111-6

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