Volume
2
Issue
1
Abstract
It is a pleasure, challenge, and an honor to respond to the thoughtful and innovative debate started by Braver, Micklus, Bradley, van Spronsen, Allen, & Campbell on teaching mathematics for social justice. They take seriously the issues in, and raise many interesting views about, my article, Teaching and Learning Mathematics for Social Justice in an Urban Latino School (JRME, January, 2003). I would like to respond to (connected) two points in particular: the relationship of functional to critical literacies, and the relationship of “critical thinking” in mathematics to learning mathematics for social justice. However, I would first like to clarify certain points about my article.
First Page
30
Last Page
32
Recommended Citation
Gutstein, Eric
(2005)
"Response to Gutstein Generalized- A Philosophical Debate,"
The Mathematics Enthusiast: Vol. 2
:
No.
1
, Article 4.
DOI: https://doi.org/10.54870/1551-3440.1016
Available at:
https://scholarworks.umt.edu/tme/vol2/iss1/4
Digital Object Identifier (DOI)
10.54870/1551-3440.1016
