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