Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.
Stinson, D. W., & Wager, A. A. (2013). Teaching mathematics for social justice: Conversations with educators – A symposium (Presenters: Drs. T. Bartell, B. Evan, E. Gutstein, J. Leonard; Discussants: Drs. V. Hand & J. Spencer). In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the 7th International Mathematics Education and Society Conference (MES7, Vol. 1, pp. 125–128). Cape Town, South Africa: MES7.
Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons