Connecting community, critical, and classical knowledge in teaching mathematics for social justice
In this chapter, I describe conceptually, and give an example of, an aspect of teaching mathematics for social justice – teachers' attempts to connect three forms of knowledge: community, critical, and classical. The setting is a Chicago public high school, oriented toward social justice, whose students are all low-income African Americans and Latinas/os.
Gutstein, E. (2012)., Connecting community, critical, and classical knowledge in teaching mathematics for social justice, in S. Mukhopadhyay & W. Roth (eds.), Alternative forms of knowing (in) mathematics, Rotterdam, SensePublishers, pp. 300-311.
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