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ERIC Number: EJ1085811
Record Type: Journal
Publication Date: 2015-Jul
Mathematics and Social Justice: A Symbiotic Pedagogy
Bond, Gareth; Chernoff, Egan J.
Journal of Urban Mathematics Education, v8 n1 p24-30 Jul 2015
Mathematics can be defined as "the science of pattern and order" (Van de Walle, Folk, Karp, & Bay-Williams, 2009, p. 10). But because there is often a perceived spectrum of approachability to mathematics (based on common misconceptions that envision the subject as a sort of elitist wizardry) it is important to bear in mind different definitions of mathematics when exploring applications of mathematics in the classroom. This is especially true when considering the instruction of mathematics for social justice. In this article, the authors explain how the study of social justice is increasingly in need of empirical methods to describe, defend, and advise the critical analysis of the systems of domination and subjugation that permeate human power structures. The study of mathematics, which often needs a meaningful context in which abstraction and anxiety can be nullified, is the ideal symbiotic partner for the study of social justice in the greater pursuit of equipping students with the effective tools needed to thrive in the 21st century. Without a literacy of mathematics and social justice, students will be at the mercy of sociopolitical and economic systems of oppression.
Descriptors: Mathematics Instruction, Social Justice, Classroom Environment, Educational Methods, Goal Orientation, Power Structure, Interdisciplinary Approach
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: firstname.lastname@example.org; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
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