Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.

chapter 2|18 pages

Education for Liberation

Toward a Framework for Teaching Mathematics for Social Justice

chapter 3|32 pages

Reading the World with Mathematics

Developing Sociopolitical Consciousness

chapter 4|30 pages

Writing the World with Mathematics

Developing a Sense of Social Agency

chapter 6|36 pages

Co-Creating a Classroom for Social Justice

Possibilities and Challenges

chapter 7|14 pages

“Lucha Is What My Life Is About”

Students' Voices on Social Justice Mathematics with Maria Barbosa, Adrián Calderãn, Grisel Murillo, and Lizandra Nevárez

chapter 8|20 pages

“The Real World As We Have Seen It”

Parents' Voices on Social Justice Mathematics

chapter 9|24 pages


Revisiting Mathematics Education for a Global Context