Does That Count? How Mathematics Education Can Support Justice-Focused Anti-Racist Teaching and Learning

Gloria Ladson-Billings

doi:10.21423/jume-v14i1Ba444

Authors

Gloria Ladson-Billings University of Wisconsin-Madison https://orcid.org/0000-0001-9371-2901

DOI:

https://doi.org/10.21423/jume-v14i1Ba444

Keywords:

mathematics education, social justice

Abstract

Many mathematics educators feel that their work is not amenable to questions of diversity, equity, or justice. However, this article argues that “numbers” are not neutral. What we count and how we count are directly related to basic issues of human difference and social disparity. It also argues that mathematics knowledge and skills are fundamental to civic participation and engagement. Mathematics educators do have a stake in helping us achieve equitable social outcomes.

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