A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice
A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice
复制标题
数学教学促进社会正义行动的定性综合：实践的陷阱和承诺
DOI：
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发表时间：
2019
影响因子：
2.8
通讯作者：
Frances k. Harper
中科院分区：
文献类型：
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作者：
Frances k. Harper
数学课堂越来越成为调查社会（不）正义的场所，但关于社会正义的数学教学的研究仍然仅限于个别案例研究。本文对 35 份关于不同课堂环境中社会正义数学制定的定性报告进行了综合分析。批判种族理论是分析这些立法的可能性和局限性的指导框架，以解决数学教育中的种族不平等问题。这项综合综合的结果表明，在社会正义数学探索中解决种族问题为集中有色人种的声音和批评自由主义观点提供了机会，这些观点掩盖了微妙的种族主义形式，并涉及大量和真实的数学工作。基于这一综合，确定了有前景的实践和对未来研究的影响。
Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis.