The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School
Abstract
This article reports on a 2-year study about teaching and learning mathematics for social justice in an urban, Latino classroom and about the role of an NCTM Standardsbased curriculum. I was the teacher in the study and moved with the class from seventh to eighth grade. Using qualitative, practitioner-research methodology, I learned that students began to read the world (understand complex issues involving justice and equity) using mathematics, to develop mathematical power, and to change their orientation toward mathematics. A series of real-world projects was fundamental to this change, but the Standards-based curriculum was also important; such curricula can theoretically promote equity, but certain conditions may need to exist. Social justice pedagogy broadens the concept of equity work in mathematics classrooms and may help promote a more just society.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
National Council of Teachers of Mathematics
(1979) · The Mathematics Teacher · doi:10.5951/mt.72.8.0637 · Cited by 8,499
Toward a Theory of Culturally Relevant Pedagogy
Ladson-Billings, G. (1995) · American Educational Research Journal · doi:10.3102/00028312032003465 · Cited by 8,057
Ethnography: Principles and Practice
Hammersley, M., & Atkinson, P. (1983) · Cited by 7,723
Handbook of research on mathematics teaching and learning
(1992) · Choice Reviews Online · doi:10.5860/choice.30-2122 · Cited by 6,121
Writing Ethnographic Fieldnotes.
Joffe, C., Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1996) · Contemporary Sociology · doi:10.2307/2077613 · Cited by 5,150
Keeping Track: How Schools Structure Inequality.
Oromaner, M., & Oakes, J. (1986) · Contemporary Sociology · doi:10.2307/2070941 · Cited by 3,424
The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children
Delpit, L. (1988) · Harvard Educational Review · doi:10.17763/haer.58.3.c43481778r528qw4 · Cited by 2,934
Inside/Outside: Teacher Research and Knowledge
Cochran‐Smith, M., & Lytle, S. L. (1993) · Medical Entomology and Zoology · Cited by 2,077
Literacy: Reading the Word and the World
Freire, P., Macedo, D., & Montclair State University (1998) · Thinking: The Journal of Philosophy for Children · doi:10.5840/thinking199814113 · Cited by 1,676
Cited by
Aronson, B., & Laughter, J. (2016) · Review of Educational Research · doi:10.3102/0034654315582066 · Cited by 928
The Sociopolitical Turn in Mathematics Education
Gutiérrez, R. (2013) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.44.1.0037 · Cited by 758
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019) · Educational Psychologist · doi:10.1080/00461520.2019.1623032 · Cited by 708
Culturally Responsive Mathematics Teaching: A Research Synthesis
Abdulrahim, N. A., & Orosco, M. J. (2020) · The Urban Review · doi:10.1007/s11256-019-00509-2 · Cited by 158
Constructionist approaches to critical data literacy: A review
Dangol, A., & Dasgupta, S. (2023) · Proceedings of the 22nd Annual ACM Interaction Design and Children Conference · doi:10.1145/3585088.3589367 · Cited by 33
Metadata
- Authors
- Gutstein, E.
- Venue
- Journal for Research in Mathematics Education
- Published
- 2003-01-01
- Volume
- 34
- Issue
- 1
- Pages
- 37
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2122702439
- Cited by
- 687
- References
- 39
- FWCI
- 65.74
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teaching and Learning Mathematics for Social Justice in an Urban, Latino School. https://app.cochat.ai/papers/10.2307/30034699
- The paper
- Gutstein, E. (2003). Teaching and Learning Mathematics for Social Justice in an Urban, Latino School. Journal for Research in Mathematics Education. https://doi.org/10.2307/30034699
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
