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Reading And Writing The World With Mathematics: Toward a Pedagogy for Social Justice
Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.
272 pages, Paperback
First published December 1, 2005
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Displaying 1 - 3 of 3 reviews
November 29, 2011
While the tone of my review is mostly critical, I want to make clear how much I enjoyed this book and how important I believe this work to be. Gutstein attempts what few education professors do, to practice what he preaches. Almost inevitably, he falls short of the lofty goals he sets for himself. Nonetheless, the manner in which he carefully documents his success and failures and reflects upon them makes the book important if not required reading for anyone interested in teaching critical literacy through mathematics. We have a lot we can learn from Gutstein's experiences in teaching for social justice.
First, I should be clear that I'm in complete agreement with Gutstein’s philosophical foundation for teaching critical math literacy. Gutstein clearly articulates how “neutral” instruction of math is one that simply supports a reading of the world as a status quo. In this world, math functionality is equated with math literacy; students do not question why they are asked to perform the operations or for what end the operations are useful in their everyday life. Little effort is given to using math to "read" their relationship with themselves and the community. Such instruction ultimately serves economic interests; students math proficiency can be put to a variety of ends without students ever knowing to question those ends. Given this philosophical alignment with Gutstein, my criticisms become entirely pragmatic. How do we teach social justice in such a way as to truly allow for students’ praxis? How do we do teach it in such a way that we don’t get fired?
I’ll address the second question first: how does Gutstein expect new teachers to follow his model for teaching social justice? His particular position as a college professor teaching part-time seventh-grade honors math is decidedly low risk as teaching positions go. Given his established presence in the school as a curriculum expert and authority as a math education professor, Gutstein had the power to deviate from the established curriculum and push boundaries of political correctness without serious fear of reprisal (at least while the school’s original principal provided cover). He also taught a select group of students that responded to unorthodox instruction (by his own account, his methods met more resistance from students in the “lower” track). I’d argue that few of the teachers Gutstein ostensibly addresses in this book enjoy such luxuries. Their jobs are their livelihoods (and sometimes not even that). I wouldn’t blame teachers who nonetheless put their heads down and taught to the test, if only because they knew it would ensure their students looked good and they would have a job next year. This leaves me with the question for whom is this book written? How many teachers are reasonably in the position where they can afford to adopt Gutstein’s methods?
My second criticism has to do with Gutstein’s proposed methodology. In picking the examples for students’ study, in writing the questions, and in leading the discussions, Gutstein demonstrates assumptions that suggest his students cannot make the connections he wants them to make for themselves; that, in a way, he must lead them to the right “answers.” Importantly (and problematically) Gutstein believes he has these answers: the world is made up of structural imbalances of power; he believes he sees these power relationships and his students can’t; he believes math can be the window into an otherwise opaque world. These assumptions are dangerous in that they presume clearly defined answers he expects students to tease out. They also run the risk of preventing students from developing their own critical consciousness of their world and simply learn to parrot the teacher's opinions.
Thus, in Gutstein's consistently leading examples, I see the more vital goal of social justice done a disservice, if not undermined altogether. To effect genuine social justice, students must, from their own experiences and of their own volition, come to perceive and describe the injustice around them, not simply locate it in the examples provided to them by the teacher. From my understanding of Pedagogy of the Oppressed, this is what Freire envisions when he speaks of students’ “conscientization.” I do not disagree with the importance of engaging students in political discussions and case studies; however, I would challenge the extent to which students develop their abilities to critically read and write the world with mathematics when, in a sense, in each of Gutstein's projects the answers are already given. The result is that when it comes time to address the question of social justice, rather than flipping to the back of the book, students need only ask themselves: what does Mr. Gutstein want me to say?
First, I should be clear that I'm in complete agreement with Gutstein’s philosophical foundation for teaching critical math literacy. Gutstein clearly articulates how “neutral” instruction of math is one that simply supports a reading of the world as a status quo. In this world, math functionality is equated with math literacy; students do not question why they are asked to perform the operations or for what end the operations are useful in their everyday life. Little effort is given to using math to "read" their relationship with themselves and the community. Such instruction ultimately serves economic interests; students math proficiency can be put to a variety of ends without students ever knowing to question those ends. Given this philosophical alignment with Gutstein, my criticisms become entirely pragmatic. How do we teach social justice in such a way as to truly allow for students’ praxis? How do we do teach it in such a way that we don’t get fired?
I’ll address the second question first: how does Gutstein expect new teachers to follow his model for teaching social justice? His particular position as a college professor teaching part-time seventh-grade honors math is decidedly low risk as teaching positions go. Given his established presence in the school as a curriculum expert and authority as a math education professor, Gutstein had the power to deviate from the established curriculum and push boundaries of political correctness without serious fear of reprisal (at least while the school’s original principal provided cover). He also taught a select group of students that responded to unorthodox instruction (by his own account, his methods met more resistance from students in the “lower” track). I’d argue that few of the teachers Gutstein ostensibly addresses in this book enjoy such luxuries. Their jobs are their livelihoods (and sometimes not even that). I wouldn’t blame teachers who nonetheless put their heads down and taught to the test, if only because they knew it would ensure their students looked good and they would have a job next year. This leaves me with the question for whom is this book written? How many teachers are reasonably in the position where they can afford to adopt Gutstein’s methods?
My second criticism has to do with Gutstein’s proposed methodology. In picking the examples for students’ study, in writing the questions, and in leading the discussions, Gutstein demonstrates assumptions that suggest his students cannot make the connections he wants them to make for themselves; that, in a way, he must lead them to the right “answers.” Importantly (and problematically) Gutstein believes he has these answers: the world is made up of structural imbalances of power; he believes he sees these power relationships and his students can’t; he believes math can be the window into an otherwise opaque world. These assumptions are dangerous in that they presume clearly defined answers he expects students to tease out. They also run the risk of preventing students from developing their own critical consciousness of their world and simply learn to parrot the teacher's opinions.
Thus, in Gutstein's consistently leading examples, I see the more vital goal of social justice done a disservice, if not undermined altogether. To effect genuine social justice, students must, from their own experiences and of their own volition, come to perceive and describe the injustice around them, not simply locate it in the examples provided to them by the teacher. From my understanding of Pedagogy of the Oppressed, this is what Freire envisions when he speaks of students’ “conscientization.” I do not disagree with the importance of engaging students in political discussions and case studies; however, I would challenge the extent to which students develop their abilities to critically read and write the world with mathematics when, in a sense, in each of Gutstein's projects the answers are already given. The result is that when it comes time to address the question of social justice, rather than flipping to the back of the book, students need only ask themselves: what does Mr. Gutstein want me to say?
January 3, 2016
Great book that addresses both theory and practice of teaching students to critically analyze (read) the world in which we all live and be inspired to take action to change (write) it.
I'm a science teacher, but I learned a lot about how to improve my teaching through the example math lessons that Gutstein describes in the book.
Gutstein is a professor of math education, but the book is based on his years of teaching middle school math in an urban setting as well as a deep theoretical knowledge about teaching for social justice.
I'm a science teacher, but I learned a lot about how to improve my teaching through the example math lessons that Gutstein describes in the book.
Gutstein is a professor of math education, but the book is based on his years of teaching middle school math in an urban setting as well as a deep theoretical knowledge about teaching for social justice.
July 14, 2010
It's a good book, an example of how a (middle school) math teacher can introduce real, critical numerical literacy and concepts in the classroom. it's honest, does not shy away from self criticism, and inspiring.
Displaying 1 - 3 of 3 reviews