Social Justice Pedagogy for Whom? Developing Privileged Students’ Critical Mathematics Consciousness

Author:

Kokka KariORCID

Publisher

Springer Science and Business Media LLC

Subject

Education,Sociology and Political Science

Reference79 articles.

1. Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International Journal, 8(2), 163–190.

2. Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31.

3. Association of Mathematics Teacher Educators. (2020). Twenty fourth annual conference call for proposals. Retrieved May 4, 2020 from https://amte.net/sites/default/files/AMTE2020CallForProposals.pdf.

4. Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129–163.

5. Berry, R. Q., III, Conway, B. M., IV, Lawler, B. R., & Staley, J. W. (2020). High school mathematics lessons to explore, understand, and respond to social injustice. Thousand Oaks: Corwin Press.

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