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Journal of Contemporary Research in Education

Abstract

In this paper, I document my own struggles and insights in moving toward a pedagogy of teaching mathematics with and for social justice within a rural high school. Teaching mathematics for social justice has been presented as a way to address the inequities present in the classroom, and the world at large, by having students work with mathematics to question and analyze inequities in their world (Gutstein, 2006). Inclusive education has been presented as a means for providing all students, regardless of their needs, abilities and interests, access to engaging content in the classroom (Villa & Thousand, 2005). These approaches to education can be summarized as teaching with and for social justice (Wager, 2008). I offer teaching mathematics with and for social justice as a way to make mathematics meaningful within a rural setting.

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