Rethinking Mathematics: Teaching Social Justice by the Numbers

Sinclair, Parvin (2022) Rethinking Mathematics: Teaching Social Justice by the Numbers. At Right Angles (13). pp. 72-74. ISSN 2582-1873

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The first edition of the book under review was published in 2005[2], as part of the series, ‘Rethinking Schools’. This was the same year that a new National Curriculum Framework (NCF) [3] was brought out in India. This NCF propagated the constructivist view of learning, which was a radical shift for most of the Indian schooling system and for Indian society. The NCF also stressed the fact that no learning is culture-free, including mathematics learning. This perspective has been spelt out by several other authors (e.g., see [1] and [4]). Rethinking Mathematics follows the same philosophy of learning. Of course, there have been many books and articles written across the world in the last few decades propagating the constructivist view of mathematics teaching. But this book goes a step further. The different points discussed in the chapters pertain specifically to examples built around various aspects of social and economic inequity. Through these articles, we see the active embedding of social justice issues in the math teaching-learning process.

Item Type: Articles in APF Magazines
Authors: Sinclair, Parvin
Document Language:
Uncontrolled Keywords: social justice, stereotypes, school mathematics, mathematical thinking
Subjects: Natural Sciences > Mathematics
Divisions: Azim Premji University > University Publications > At Right Angles
Full Text Status: Public
Publisher URL:

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