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.
Re-designing Mathematics Education for Social Justice: A Vision.
Occasional Paper Series,
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Science and Mathematics Education Commons