Connecting community, critical, and classical knowledge in teaching mathematics for social justice

Eric Gutstein

pp. 300-311

in: Swapna Mukhopadhyay, Wolff-Michael Roth (eds), Alternative forms of knowing (in) mathematics, Rotterdam, SensePublishers, 2012

Abstract

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.