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• W1516512808 abstract "In this response, I applaud the work initiated in this research and underscore some of the key reasons I find it so valuable. Building from this, I also issue a call to the greater mathematics education community— particularly the large mathematics professional organizations— to consider the ways their organizations have conceptualized and framed equity work, and invite them to entertain the idea of remapping their visions in ways that are more forward thinking and less traditionally safe. This article is a response to: Brelias, A. (2015). Mathematics for what? High school students reflect on mathematics as a tool for social inquiry. Democracy & Education, 23(1), Article 4. Available at: http://democracyeducation journal.org/home/vol23/iss1/4 As a mathematics educator committed to working for equity and social justice, it was with great hunger that I read Brelias’s (2015) article, titled “Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry.” As it seems this formal line of inquiry is not only newly gaining traction but also urgently important, I offer my wish for greater focus in this area by more scholars and the broader mathematical community. At root, I applaud this line of inquiry and view it as an invitation to the mathematics community at large, with the hope that increasing numbers of researchers will elect to explore different facets of the same ideas Brelias raises. Reading this piece calls to mind the passion and vision of other vanguard mathematics educators (Skovsmose, Frankenstein, Moses, Cobb, Peterson, Gutstein, and so many others), who introduced thinking about leveraging mathematics as a means to create a more equitable world. Drawing from the same wells, Brelias’s (2015) piece explores what happened when two classes of high school students engaged in mathematical work directly related to sensitive social issues that are typically unaddressed in high school mathematics settings, and analyzes what kinds of transformations took place in the students as a result. On the surface, the research presented in “Mathematics for What?” resembles that of other studies of social justice in Anita Bright is an assistant professor in Curriculum and Instruction at Portland State University in Portland, Oregon. She is the ESOL program coordinator and teaches courses in ESOL, social justice, and mathematics education. With over 20 years of experience as a K– 12 public school teacher, she has primary research interests that draw from critical theory and include explorations into the ways mathematics materials may function as reproducers of culture." @default.
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• W1516512808 title "Lift Every Voice and Sing. A Response to Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry" @default.
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