Annotated Bibliography

Annotated Bibliography

Sriraman, B., & Steinthorsdottir, O. (2007, June 26). Emancipatory and Social Justice Perspectives in Mathematics Education. Interchange, 38(2), 195-202.

The article discusses the possibility for mathematics to serve as a means for understanding the reality in which we live in. Critical mathematics provide challenges to worldly issues such as globalization, content and applications, and empowerment of mathematics. The goal is to increase and impact on social awareness of students and open their eyes to larger and more important real world issues, such as mortgage approval rates in bigger cities according to race, or using the cost of a B-2 bomber to compute how many poorer students could be put through school.

Gutstein, E. (2007). Connecting Community, Critical, and Classical Knowledge in teaching mathematics for social justice. The Montana Mathematics Enthusiast, Monograph 1(2007), 109-118.

The article discusses having students learn mathematics, not just as subject knowledge, but instead as a vehicle for social change. Using the frame work of critical (understanding why things are), community (what people already know), and classical (formal in-school) knowledge, the article explains how using social justice math can develop and strengthen all three aspects. Students were also very engaged and worked together to figure problems out. Students are able to examine their own lived experiences, deepen sociopolitical awareness, and learn mathematics. It helps students to be better citizens, and also reshape their view on mathematics.

Hodge, L. (2006, December 15). An Orientation on the Mathematics Classroom that Emphasizes Power and Identity: Reflecting on Equity Research. Urban Review, 38(5), 373-385.

Students in classrooms have power and identity struggles, which in turn can translate into society. These issues can be addressed in classrooms using mathematics as a tool to break those struggles. Teachers need to start by focusing mathematics to become more engaging, which results in students doing things with purpose rather than just going through the motions. Participation is important and has its consequences for mathematical learning. Student participation allows students to be members in the classroom as a community and imply if they are “in the game” mathematically. It can hinder the opportunities students have to learn mathematics.

de Freitas, E. (2008, March 1). Troubling Teacher Identity: Preparing Mathematics Teachers to Teach for Diversity. Teaching Education, 19(1), 43-55.

The article reports on an action research project to look into the complexities of pre-service teacher resistance to social justice issues. Twelve pre-service mathematics teachers participated in a course-based research project. Participants completed a classroom discourse analysis, and self study narrative as part of methodology to explore social justice issues. Evidence from this exploration has shown that teachers need to first bring awareness of their own identity not just as mathematics teachers. In doing so will result in better prepared mathematics teachers, to deal with diversity of classrooms, but address social issues in the classroom.

Matthews, L. (2005). Towards Design of Clarifying Equity Messages in Mathematics Reform. The High School Journal, 4(88), 46-58.

In our nation today, the melting pot of cultures are becoming more mixed. Mathematical teaching and learning must realize that it is heavily influenced by language and communication. Language contributes to the existing literature surrounding mathematics pedagogy and learning in Multilanguage settings. The article covers the importance of language.

There is a strong stance that a students’ home language can be used as a resource that teachers can use. They can use it to support learning. Secondly, the article states that there is evidence that students’ home languages can be assets in learning mathematics. It discusses how bilingualism can be a cognitive resource in aiding metacognition. The Welsh number structure can facilitate students’ understanding of number size and order. Other teachers have looked upon culturally embedded literacy practices to develop mathematic problems. Third, the article makes it clear that the multilingualism is a complex cognitive and social phenomenon. Meanings of mathematical words cannot be considered apart from the way that learners conceptualize those words in their home language with interact with learning.

The emphasis of multiple language in the classroom is increasing due to migration as the world is becoming more globalized. Macroeconomics forces affect the classrooms, teachers, communities, and students. With more immigrants entering the US, there can be risk for high volatility, and conflicts, which then can negatively affect the teacher as verbal attacks can aimed towards immigrants, which is a glimpse of what school environments are like. However, eliminating native languages is oppressive and takes away the dignity and humanity of the students.

To teach students with goals of equity and access for multilingual students, then teachers must build on students’ mother languages. It validates their cultures and will become an integral part of developing mathematical literacy. Schools can prepare students through their mathematics education to critique and analyze injustice and to develop a view of themselves as historical actors able to effect change.