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Direct linkHarper, Frances K.; Maher, Eryn M.; Jung, Hyunyi – Investigations in Mathematics Learning, 2021
Using mathematics as a tool to interrogate (in)justice and take action toward a more socially just world in PreK-12 mathematics shows promise for disrupting marginalization of Black and Brown students. Teachers, however, work within broader systems, structures, and discourses that shape their decisions and actions. Consequently, they likely feel…
Descriptors: Mathematics Instruction, Social Justice, White Teachers, Faculty Development
