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Teaching Math for Social Justice is a Best-Seller

SocialJusticeReston, Va., February 24, 2014—Teaching Mathematics for Social Justice: Conversations with Educators, released by the National Council of Teachers of Mathematics (NCTM) in 2012, was recently named one of the top 75 New York Times best-selling education books of 2013.

Educators increasingly recognize the important role that mathematics teaching plays in helping students understand and overcome social injustice and inequality. This collection of original articles launches a compelling conversation among some of the leading figures in social justice mathematics. These scholars share their perspectives with teachers and educators who have been inspired by them and who have inspiring stories of their own to tell about the intersection of education and social justice.

“As someone who has spent my entire career teaching upper elementary and middle school mathematics and working with K–12 classroom teachers, I am always thinking about how we can learn more and do more to provide every student in our classrooms with the best opportunity to learn,” said NCTM President Linda Gojak. “Teaching math for social justice means striving to reach each student whose life we influence as a teacher, regardless of the student’s gender, socioeconomic status, cultural background, mathematical experience, limited English knowledge, or physical challenges.”

Edited by Anita A. Wager, assistant professor of mathematics education at the University of Wisconsin, and David W. Stinson, associate professor of middle and secondary education at Georgia State University, Teaching Mathematics for Social Justice is important for every educator to read. This book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the future.

 “Teaching Mathematics for Social Justice presents a collection of engaging and important ideas that can help transform mathematics from a traumatic and unfair learning experience to one that is enjoyable and equitable,” said Jo Boaler, professor of mathematics education at Stanford University. “The editors include some of the most insightful educators in this area, who think deeply about issues of social justice, in theory and practice, and work to make a real impact in children’s lives.”

The table of contents, preface, and an excerpt of this best-selling book are available online.

The National Council of Teachers of Mathematics is the public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With 80,000 members and more than 200 Affiliates, NCTM is the world’s largest organization dedicated to improving mathematics education in prekindergarten through grade 12. The Council’s Principles and Standards for School Mathematics includes guidelines for excellence in mathematics education and issues a call for all students to engage in more challenging mathematics. Its Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics identifies the most important mathematical topics for each grade level. Focus in High School Mathematics: Reasoning and Sense Making advocates practical changes to the high school mathematics curriculum to refocus learning on reasoning and sense making. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation’s students.

Media Contact: Tracy Withrow, Communications Manager, twithrow@nctm.org, 703-620-9840, ext. 2189.

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