Addressing Dilemmas of Social Justice Mathematics through Collaboration of Students, Educators, and Researchers

Abstract

Social justice mathematics educators explicitly aim to develop students’ sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire’s (1970) concept of conscientização, or learning to perceive social, political, and economic contradictions (35). In this paper, I provide a definition of Social Justice Mathematics. I explore three dilemmas that arise with SJM instruction and suggest ways in which collaboration among students, educators, and researchers may address these dilemmas.