Reading and Writing the World with Mathematics by Eric Gutstein
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Reading and Writing the World with Mathematics
By Eric Gutstein

Reading and Writing the World with Mathematics

Toward a Pedagogy for Social Justice

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Format: Paperback

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Reading and Writing the World with Mathematics by Eric Gutstein

Book Description

Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.

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Book Details

ISBN: 9780415950848
ISBN-10: 0415950848
Format: Paperback
(229mm x 152mm x 15mm)
Pages: 272
Imprint: Routledge
Publisher: Taylor & Francis Ltd
Publish Date: 29-Dec-2005
Country of Publication: United Kingdom

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Books By Author Eric Gutstein

Reading and Writing the World with Mathematics by Eric Gutstein Reading and Writing the World with Mathematics, Hardback (January 2006)

Features a theoretical and practical exposition of what teaching and learning mathematics for social justice in urban schools really means. This book provides educators and curriculum developers with an analysis and concrete examples of how one can teach mathematics in ways that develop students' sociopolitical awareness of their world.

» View all books by Eric Gutstein

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Author Biography - Eric Gutstein

Eric Gutstein is an Associate Professor of Mathematics Education, University of Illinois-Chicago. For the past seven years, he has also been a middle-school math teacher at a Chicago public school. He is a frequent contributor to Rethinking Schools and has written on issues of math equity for numerous academic publications.

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