“Writing the world” through writing: Priorities for composition research in social justice mathematics

• Susan Staats ; Jessica Forrester ^[1] ; Sousada Grande ^[1] ; Noah Jefferson ^[1] ; Vern Nelson ^[1]
  1. [1] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú , Salvador Llinares Ciscar , Ángel Gutiérrez Rodríguez , Núria Planas i Raig , Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 35-42
• Idioma: inglés
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• Resumen

  • This qualitative review of four internationally-distributed curricular accounts of social justice mathematics highlights ways in which the activity of writing is under-developed if students are to “write the world” with mathematics. Writing is defined as students’ linguistic expression of at least one sentence. A review of 63 lesson plans, lesson memoirs, or curricular planning guides suggests the pressing need for research on composition processes associated with students’ action steps subsequent to a social justice mathematics activity; on creative or fictional writing; and for research debate on scaffolding the act of interpreting mathematical work in justice terms.