Springer Toward Equity and Social Justice in Mathematics Education

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 learnersA socio-spatial framework for urban mathematics educationLinking literature on allywork to the work of mathematics teacher educatorsTransnational families’ mathematical funds of knowledgeMultilingual and technological contexts for supporting learners’ mathematical discoursePreservice teachers’ strategies for teaching mathematics with English learnersToward 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. From the Back Cover 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 learnersA socio-spatial framework for urban mathematics educationLinking literature on allywork to the work of mathematics teacher educatorsTransnational families’ mathematical funds of knowledgeMultilingual and technological contexts for supporting learners’ mathematical discoursePreservice teachers’ strategies for teaching mathematics with English learnersToward 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.            About the Author Tonya Gau Bartell is an Associate Professor of Mathematics Education at Michigan State University. Bartell’s research focuses on issues of culture, race, and power in mathematics teaching and learning with particular attention