With a recent push within recent years incorporate issues of social justice within mathematics classrooms, it is important to consider the practicality of addressing these issues in classrooms. Using a theoretical framework developed through a historical analysis of mathematics and its development in school systems around the world, this paper addresses aspects of the current US educational system that limit the feasibility of incorporating social justice in mathematics classrooms. The author also provides recommendations for the field that might pave the way for progress towards a socio-analytical focus in mathematics classrooms in the future.

Author Biography

Fahmil Shah

Fahmil Shah is a doctoral student at Boston University. He also teaches mathematics and mathematics education courses at the university level. His research interests include equity in mathematics education and mathematics teacher retention and his current work investigates the role of support networks in novice mathematics teacher retention.



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