May 2019, Vol. 50, Issue 3
A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice
Frances K. Harper
This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical Race Theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Promising practices and implications for future research are identified based on this synthesis.
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