This critical volume responds to the enduring challenge in mathematics
education of addressing the needs of marginalized students in school
mathematics, and stems from the 2015 Annual Meeting of the North
American Group of the Psychology of Mathematics Education (PME-NA). This
timely analysis brings greater clarity and support to such challenges by
narrowing in on four foci: theoretical and political perspectives toward
equity and justice in mathematics education, identifying and connecting
to family and community funds of knowledge, student learning and
engagement in preK-12 mathematics classrooms, and supporting teachers in
addressing the needs of marginalized learners. Each of these areas
examines how race, class, culture, power, justice and mathematics
teaching and learning intersect in mathematics education to sustain or
disrupt inequities, and include contributions from scholars writing
about mathematics education in diverse contexts.
Included in the coverage:
- Disrupting policies and reforms to address the needs of marginalized
learners
- A socio-spatial framework for urban mathematics education
- Linking literature on allywork to the work of mathematics teacher
educators
- Transnational families' mathematical funds of knowledge
- Multilingual and technological contexts for supporting learners'
mathematical discourse
- Preservice teachers' strategies for teaching mathematics with English
learners
Toward Equity and Social Justice in Mathematics Education is of
significant interest to mathematics teacher educators and mathematics
education researchers currently addressing the needs of marginalized
students in school mathematics. It is also relevant to teachers of
related disciplines, administrators, and instructional designers
interested in pushing our thinking and work toward equity and justice in
mathematics education.
