Social justice structure assists entire individuals and groups and offers unbiased advances to achieving equitable results by recognizing the weaknesses of students. Therefore, every student has the right to equivalent treatment regardless of their background. This articles review paper summarizes some articles on social justice in math education and shows their different vital findings and classroom implementations.

Mathematics for Social Justice

The study in this article researched in Indonesia, and it analyzed the usefulness of applying social justice structure as a way of improving mathematics teachers in the country. The study involved four mathematics teachers and their classes (Parveva, Noorani, Ranguelov, Motiejunaite, & Kerpanova, 1). The teachers came from two schools, one from an urban area and the other one from a rural area. The urban school had many students from higher socio-economic backgrounds and school had access to a variety of educational facilities. Whereas, the rural school had many students from the lower social-economic background and had limited access to excellent school facilities.

Key findings

Unfortunately, in Indonesia, the learning and teaching methods used did not consider how social justice helped the poor, oppressed, exploited, and gender equality in societies. The finds of this study were meant to make a difference for those who sought reforms in the teaching of mathematics in Indonesia. Therefore, social justice ideologies would help teachers to make math more applicable to students.

Classroom implementation

After the learning process, the teachers had to implement various strategies to install the social justice principle in their classes to make math more applicable to students. Indeed, the interaction between the students and teachers and among student improved. The students indeed became involved in the learning process of mathematics. Additionally, the teachers implemented what they had learned during the workshop by using lesson plans and activities that included: projects, evaluation, and students’ worksheets.

Social Justice and Proportional Reasoning

The article is about social justice and proportion reasoning written by Ksenija Simic-Muller (Simic-Muller, 163). She explains how real-life mathematics differs from book theory mathematics. For example, a question like, Chicago is more dangerous than Detroit. In this case, a math educated citizen will require the daily application of proportional reasoning. Unfortunately, the mathematics in textbooks deal with the world problem superficially, and they are not crises students are interested in trading.

Key Findings 

In this article social justice and proportional reasoning in mathematics depends on finding instantaneous rates, trigonometric ratios, and modifying calculus. Also, calculating tips, finding concentrations in chemical solutions, or analyzing vivid statistics brings balance in social justice and proportional reasoning in mathematics. The general list of topics excludes a host of real-world circumstances in which the necessitate for argument proportionally arises naturally, such as crime rates, incarceration, immigration rates, population growth rates, and other subjects that offer precious information about the world people stay.

Classroom implementation

After understanding social justice and proportion reasoning, it is easy for teachers to implement the following useful methods for their children. Additionally, Crafting assignments, original problems, lessons and build on textbook equipment. , like including data from authentic sources and modifying contexts to be relevant to pre-service teachers, can be in making the mathematics. Social justice circumstances assist pre-service teachers in viewing mathematics and the worlds in different ways, which in turn will aid them, become knowledgeable teachers of mathematics.

Supporting Transgender and Gender Nonconforming Youth through Teaching Mathematics for Social Justice

The article is about perceptions of gender compound education, the teaching of math for social justice and findings on students’ growth of relative reasoning (Rands, 106). Also, the article suggests mathematics projects for middle-aged students to make their agency possible in challenging transgender repression in schools. Teaching mathematics of social justice needs that students not only come to understand social justice problems. Students should not only work in the direction of social justice but also increase deeper understandings of significant concepts in mathematics for them to utilize mathematics more efficiently.

Key Findings

According to the article findings, Gutstein found out that mathematics became a site that led to social transformation. He discovered that math education couldability to create equity in mathematics classes. The first finding was that the crisis came from students’ experiences and was considered as the problem of those involved but not for everybody. Therefore, it is significant to know that gender freedom and oppression influence, everyone.

Classroom implementation

Teachers should introduce mathematics tasks that address gender issues because it is essential to recognize that gender freedom and oppression influence, everyone. Also, it is crucial to acknowledge that gender privilege and oppression affect everyone. In introducing mathematics plan that tackles gender subject. Teachers should use gender oppression matrix to punish people who close the line in disrespecting transgender students.

Teaching for Social Justice Education: The Intersection between
Identity, Critical Agency, and Social Justice Education

The article explains how pre-service teachers identities emerge and the way those identities are attached to views of the severe organization and a posture towards social justice. The article is a case study of nine pre-service teachers (Francis, and Adre Le Roux, 299). Additionally, it addresses two serious questions relating to pre-service teachers’ conceptions as a means of change, and how their perceptions edge their teaching distinctiveness and accepting of teaching for social justice. In summary, the study engages white women pre-service teacher identities, and the means white women pre-service teachers recognize their position as agents of transformation.

Key Findings

The findings of this study are in three ways. The study has drawn on the subject of identity, agency and social justice education to create a structure that will express understanding of the experiences of white women pre-service teachers working in the area of social justice education. The findings based on understanding social justice education as processes that allow equal contribution of all groups in people that are mutually designed to group their needs.

Classroom implementation

Educators should build discussions that are academically and emotionally damaging for students to connect in culturally related pedagogy. Also, the insinuation is that teacher education must assist students in comparing and appreciating their uniqueness development. Similarly, teachers should format and provide the learning space to work with the range of feelings of resentment that develop from experience to internalized coercion.

Toward Equity and Social Justice in Mathematics Education

The article is a proposition of a framework that involves scholarship in mathematics education. Study on the urban system of education.  The important socio-spatial structure for town mathematics education characterizes an image-schematic that places mathematics teaching and learning (Bartell, Tonya, 46). The axis alarms a variety of moments and views that have developed, and it continues to open up in mathematics education policy, practice, and scholarship.

Key Findings

The findings in this study show that many scholars have tried to elucidate the meaning and usefulness of equity in mathematics education communication. Also, some scholars have gone back to the inheritance of social justice conversation in mathematics learning for more understanding. However, few scholars have tried to clarify the theory of urban mathematics education, despite its comparatively rapid growth as an area of scholarship

Classroom implementation

This study helps the students work avoiding possible theoretical dead end by elucidating the relationship between the agreements of spatial geography and distribution of social chance. The reason is to permit researchers to pretense and discover new types of questions linked to elements of characteristically urban spaces: physical constructions, institutional structures, capital production, and cultural practices.

Critical constructivism: interpreting mathematics education for social justice

The article provides an interpretation of mathematics education of social justice. The explanations of mathematics education recount to the philosophic argument of social justice and relates to classroom performs (Alrø, Helle, and Ole, 38). Mathematics education provides opportunities for the student to make visions and helps them to articulate the start of social justice, for example, the Bolsa Familia method, ethical anarchism, and moral realism.

Key Findings

One finds examples pointing out the many forms of exploitation, racism, suppression, and sexism in the literature that occur in society. Also, what differentiates Bolsa Familia from most the other methods, is that while mathematics education for social justice frequently engages students that experience social injustices, it participates with students in right positions.

Classroom implementations

There are two methods of classroom implementation in this article. Use of dialogue; that outlines the compound interaction that happens when mathematical notions build up and are obtainable through the historical process in the form of a conversation in a classroom. Classroom diversity is a significant characteristic idealized meeting that the students who join the classes must not know which position they were going to presume in the level.

Sharing Space with the Other to Discuss Mathematics Education and Social Justice

The article entails a group discussion on mathematics education and social justice which was in an annual meeting of the Canadian mathematics of education study group. The group’s members were Tanya Noble, Sean Chorney, Mamokgethi Setati Phakeng, and Robyn Ruttenberg-Rozen. There were other 19 participants from different countries, but the groups divided into four facilitated by Cynthia Nicol and David Guillemet. Everyone attended the workshop hoping to learn something new or getting a clear explanation of what they knew.

Key Findings

For example, Sean wanted to learn how mathematics implemented with social justice. Tanya wanted answers to her questions (Chorney et al., 46). One of her issues was how mathematics and social justice subjects co-exist within the mathematics classroom? Robyn wanted to know what the space of social justice was and how people create an entire area for the other in math education. Mamokgethi desired to discuss the issues of practice rather than the theory of mathematics education and social justice in society.

Works cited

Alrø, Helle, and Ole Skovsmose. Dialogue and learning in mathematics education: Intention, reflection, critique. Vol. 29. Springer Science & Business Media, 2006.

Bartell, Tonya Gau, ed. Toward Equity and Social Justice in Mathematics Education. Springer, 2018.

Chorney, Sean, et al. “SHARING SPACE WITH THE OTHER TO DISCUSS MATHEMATICS EDUCATION AND SOCIAL JUSTICE.” For the Learning of Mathematics 36.3 (2016): 46-49.

Francis, Dennis, and Adre Le Roux. “Teaching for social justice education: the intersection between identity, critical agency, and social justice education.” South African Journal of Education 31.3 (2011): 299-311.

Parveva, Teodora, et al. Mathematics Education in Europe: Common Challenges and National Policies. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop, 2011

Rands, Kat. “Supporting transgender and gender-nonconforming youth through teaching mathematics for social justice.” Journal of LGBT Youth 10.1-2 (2013): 106-126.

Simic-Muller, Ksenija. Mathematics Teaching in the Middle School. Vol. 21, No. 3. National Council of Teachers of Mathematics (October 2015), pp. 162-168