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The Mathematics Enthusiast

Volume

17

Issue

2-3

Abstract

Attention to issues of social justice is becoming increasingly prominent in teacher education programs and in the field of mathematics education (e.g., White, Crespo, & Civil, 2016). Moreover, scholars have argued that instead of remaining isolated in a single course (typically the “multicultural” course), a focus on social justice must be integrated throughout teacher education programs (McDonald & Zeichner, 2009). This requires that mathematics teacher educators be prepared to address social justice in their mathematics content and methods courses. There are a variety of perspectives in the literature on social justice mathematics education (Wager & Stinson, 2012). In my work I focus on preparing teachers who can connect mathematics to real-world contexts that involve exploring, analyzing, and proposing solutions for current social and political issues (e.g., Gutstein, 2006)—which I refer to as sociopolitical mathematics teaching. By drawing on existing literature and my own experiences, I identify the knowledge bases that teachers and mathematics teacher educators must draw on in order to enact sociopolitical mathematics. I provide tools for engaging in sociopolitical mathematics teaching, discuss a concrete example from my own practice, and propose a framework for thinking about the knowledge needed for sociopolitical mathematics teaching.

First Page

435

Last Page

468

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