The current sociopolitical context of the United States has created a divide among the nation which has transpired into Kindergarten-12th grade public school settings. Throughout the United States school boards of education have banned books and Critical Race Theory while attacking social justice teaching pedagogies. Presently, there is growing…

In this narrative essay, a mathematics teacher educator and a mathematics classroom teacher share their approaches and motivations behind introducing teachers and high school students, respectively, to the promises and challenges of mathematics taught from a social justice perspective. They conclude the essay by noting two preliminary pedagogical…

Teacher education quality and effectiveness have been at the centre of policy discussions in the last decades. As part of efforts to improve teacher preparation, law 20.903 requires Chilean universities to design and apply diagnostic tests assessing the construct of their choice to all first-year preservice teachers. Based on these results,…

This paper focuses on the trajectories of two mathematics teachers in developing Political Conocimiento through one year of Professional Development (PD) on culturally responsive mathematics teaching. The PD was organized around teacher and student noticing, positionality, community partnerships, and action research. The study found that the…

This case study offers a recounting and analysis of the experiences of one urban educator, in a public high school mathematics classroom setting, working to integrate critical mathematics curricula and pedagogy with youth and in collaboration with a community organization. This project helps to unveil complexities that teachers may experience when…

The issue of "social justice" has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of…

There is no how-to recipe for implementing pedagogical approaches, as each school, learner and teacher has a unique perception of the nature of critical mathematics education. It is therefore the duty of educators and school administrators to cultivate critical teaching and learning experiences that can connect the standardised school curriculum…

This paper reports on a research study in which seven New York City high school mathematics teachers participated in a professional development opportunity around the teaching of mathematics for social justice. The teachers saw value in teaching math for social justice and were philosophically aligned with the pedagogy. Despite this and despite…

Many teacher activists engage in justice-oriented work within and outside their classrooms, yet the work of mathematics teacher activists has been understudied. In this qualitative interview study, I investigated ten women of Color mathematics teacher activists' actualization of their organizing work, which includes the creation of and…

In this paper I present a case study of one teacher, Harriet, and how her beliefs and practices regarding "equity" and "social justice" in mathematics developed over several years. I use Valsiner's (Culture and the development of children's action: a theory of human development, 2nd edn, Wiley, New York, 1997) zone theory to…

Background: Mathematics education is not often identified as the locus of radical social change work, with these topics assumed instead as fodder for social studies or language arts lessons. As such, teachers of mathematics can struggle to find avenues for their commitments to social and educational justice in their mathematics teaching spaces.…

This article contributes a deeper understanding of teachers' experiences with and beliefs about teaching mathematics for social justice in urban schools. In-depth, phenomenological interviews were conducted with a national sample of 15 secondary mathematics teachers from eight cities across the United States. Findings identify five overarching…

In this paper, we respond to the continued harm of deficit discourses in mathematics education, focusing on discourses that systematically devalue the knowledge and abilities of students of color in classrooms in the United States. We specifically aim to (1) develop a sociopolitical framework for conceptualizing mathematics teacher noticing and…

How might teachers of elementary mathematics pursue antiracism through everyday practices such as leading whole-class discussions? This paper reports on an exploratory study of one White woman teacher's efforts to challenge manifestations of structural racism in classroom interactions with students who are predominantly Black. The results include…

The goal of this article is to describe a university-community partnership sponsored by a university office of civic engagement. University-community partnerships are common, but many collaborations are fraught with challenges because of power inequities or differing goals and ways of operating. Aware of the potential pitfalls, the…