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"In this paper, we share a process in which we, as mathematics teacher educators and education researchers, have worked in collaboration with K–6 teachers and students to analyze the purported neutrality of mathematics textbook word problems and to consider ways to use mathematics to analyze social inequities in the world. In the sections that follow, we describe the framework that grounds our development of justice-oriented mathematics curriculum and share an example of how textbook analysis can serve as an entryway to investigations that raise students’ awareness of social issues while developing their power as mathematics thinkers and doers. Drawing from these experiences of creating and teaching mathematics projects, we end with a discussion of the complexities, challenges, and possibilities of creating justice-oriented mathematics curriculum in elementary-school settings."


This article was originally published in Occasional Paper Series, volume 41, in 2019.

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Occasional Paper Series



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