Abstract
This qualitative review of four internationally-distributed curricular accounts of social justice mathematics highlights ways in which the activity of writing is under-developed if students are to “write the world” with mathematics. Writing is defined as students’ linguistic expression of at least one sentence. A review of 63 lesson plans, lesson memoirs, or curricular planning guides suggests the pressing need for research on composition processes associated with students’ action steps subsequent to a social justice mathematics activity; on creative or fictional writing; and for research debate on scaffolding the act of interpreting mathematical work in justice terms.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 |
| Editors | Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 35-42 |
| Number of pages | 8 |
| ISBN (Print) | 9788413021782 |
| State | Published - 2022 |
| Event | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: Jul 18 2022 → Jul 23 2022 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 4 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 |
|---|---|
| Country/Territory | Spain |
| City | Alicante |
| Period | 7/18/22 → 7/23/22 |
Bibliographical note
Publisher Copyright:© 2022 left to authors. All rights reserved.
