Social justice mathematics educators explicitly aim to develop students’ sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire’s (1970) concept of conscientização, or learning to perceive social, political, and economic contradictions (35). In this paper, I provide a definition of Social Justice Mathematics. I explore three dilemmas that arise with SJM instruction and suggest ways in which collaboration among students, educators, and researchers may address these dilemmas.
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