- Georgia State University ~ College of Education & Human Development ~ 30 Pryor Street SE, Suite 600
Atlanta, GA 30303
David W Stinson
Georgia State University, Middle and Secondary Education, Department Member
- Mathematics Education, Black Studies Or African American Studies, African American Males and Education, Critical Pedagogy, Postmodernism, Qualitative methodology, and 15 moreSocial Justice in Education, Culturally relevant pedagogy, Gender Studies, Cultural Studies, Sociology of Education, Michel Foucault, Paulo Freire, W. E. B. Du Bois, John Dewey, Multiculturalism, Multicultural Education, Teacher Education, Critical Theory, Social Justice, and Urban Educationedit
- David W. Stinson’s (Ph.D., The University of Georgia) research interests are organized around three broad, interrelat... moreDavid W. Stinson’s (Ph.D., The University of Georgia) research interests are organized around three broad, interrelated questions: (1) How do students who are constructed outside the White, Christian, heterosexual male of bourgeois privilege successfully accommodate, reconfigure, or resist (i.e., negotiate) the hegemonic discourses of schooling and society? (2) How do mathematics teachers, educators, and researchers incorporate the philosophical and theoretical underpinnings of critical postmodern theory into their education philosophies, pedagogical practices, and/or research methods? (3) How are philosophical considerations taken up differently across the paradigm of inquiry spectrum throughout the ongoing historical moments of mathematics education research?
Professor Stinson has authored and coauthored research published in the leading education and mathematics education journals (e.g., Review of Educational Research, American Educational Research Journal, Teachers College Record, The Urban Review, The Qualitative Report, Journal for Research in Mathematics Education, Educational Studies in Mathematics, Philosophy of Mathematics Education Journal, Journal of Urban Mathematics Education, Journal of Mathematics Teacher Education, Mathematics Teacher, Mathematics Teaching, and School Science and Mathematics). In addition, he has authored and coauthored book chapters for several edited volumes, including contributing coauthored chapters to the 2017 National Council of Teachers of Mathematics (NCTM) Compendium for Research in Mathematics Education: “Exploring Different Theoretical Frontiers for Different (and Uncertain) Possibilities in Mathematics Education Research” and to the 2024 Fourth International Handbook of Mathematics Education: "Strengthening Equity and Social Justice Research in Mathematics Education Through Critical Interrogations of White Supremacy and Settler Colonialism." In 2012, Professor Stinson was coeditor of Teaching Mathematics for Social Justice: Conversations with Educators, an edited volume published by NCTM: one of “The Top 75 New York Times Best-Selling Education Books of 2013.”
Professor Stinson was editor in chief of the Journal of Urban Mathematics Education for 10 years (2009: Vol. 2, No. 2 to 2018: Vol. 11, No. 1&2), and completed a three-year term (2012–2015) as a member of the Editorial Panel of the Journal for Research in Mathematics Education and a two-year term (2014–2016) as a member of the AERA Review of Research Award Committee.edit
CITATION: Wager, A. A., & Stinson, D. W. (Eds.). (2012). Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics. The Top 75 New York Times Best-Selling Education... more
CITATION: Wager, A. A., & Stinson, D. W. (Eds.). (2012). Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics.
The Top 75 New York Times Best-Selling Education Books of 2013 – #71
http://learning.blogs.nytimes.com/2013/12/18/reading-list-the-top-75-new-york-times-best-selling-education-books-of-2013/?_r=2
"Mathematics as a Catalyst for Change—for ALL Students
Educators increasingly recognize the important role that mathematics teaching plays in helping students to understand and overcome social injustice and inequality. This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them and who have inspiring stories of their own to tell—and any reader interested in the intersection of education and social justice. An important read for every educator, 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.
PRAISE FOR Teaching Mathematics for Social Justice:Conversations with Educators
"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. 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." —Jo Boaler Professor, School of Education, Stanford University
"In an era when mathematics education, once again, is being driven by and put in service to larger social, economic, and racial projects, there continues to be a need for strong voices who raise critical questions about the politicization of mathematics education, on one hand, and questions about the role of mathematics education in sustaining larger political projects on the other: Whose interests are being served? and How can mathematics education be re‐envisioned as a means to create a more socially just world? Anita Wager and David Stinson have assembled a collection of scholar‐teachers‐activists who provide insightful answers to these questions and whose individual and collective voices speak to the importance and timeliness of Teaching Mathematics for Social Justice. These voices are informed by deep historical and scholarly knowledge as well as by work in the trenches of communities, schools, and classrooms. For anyone seeking to rearticulate the aims and goals of mathematics education in a highly contested time in our history, this book is a must‐read."—Danny Bernard Martin Professor, College of Education, University of Illinois at Chicago
"The renowned mathematics educator Bob Moses declared that during the 1950s and ’60s literacy was seen as the key civil right and that today, in the midst of the knowledge economy, mathematics is the new civil right. In this volume, Stinson and Wager have assembled a stellar group of scholars who understand that mandate. We no longer have the luxury of thinking of mathematics as the purview of a privileged few. It is exciting to see mathematics educators take up the responsibility of making mathematics an equal-opportunity and equal-access field of study. This book is going to be a major contribution to both mathematics education and equity education."—Gloria Ladson-Billings Professor, The Kellner Family Chair in Urban Education, School of Education, University of Wisconsin–Madison
"Teaching Mathematics for Social Justice is a significant contribution. It is important not only for those mathematics educators who understand the connections between mathematics and the reproduction or interruption of inequality but also to the larger community of critical educators who are committed to building an education that is truly emancipatory."—Michael W. Apple John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, School of Education, University of Wisconsin, Madison"""
The Top 75 New York Times Best-Selling Education Books of 2013 – #71
http://learning.blogs.nytimes.com/2013/12/18/reading-list-the-top-75-new-york-times-best-selling-education-books-of-2013/?_r=2
"Mathematics as a Catalyst for Change—for ALL Students
Educators increasingly recognize the important role that mathematics teaching plays in helping students to understand and overcome social injustice and inequality. This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them and who have inspiring stories of their own to tell—and any reader interested in the intersection of education and social justice. An important read for every educator, 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.
PRAISE FOR Teaching Mathematics for Social Justice:Conversations with Educators
"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. 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." —Jo Boaler Professor, School of Education, Stanford University
"In an era when mathematics education, once again, is being driven by and put in service to larger social, economic, and racial projects, there continues to be a need for strong voices who raise critical questions about the politicization of mathematics education, on one hand, and questions about the role of mathematics education in sustaining larger political projects on the other: Whose interests are being served? and How can mathematics education be re‐envisioned as a means to create a more socially just world? Anita Wager and David Stinson have assembled a collection of scholar‐teachers‐activists who provide insightful answers to these questions and whose individual and collective voices speak to the importance and timeliness of Teaching Mathematics for Social Justice. These voices are informed by deep historical and scholarly knowledge as well as by work in the trenches of communities, schools, and classrooms. For anyone seeking to rearticulate the aims and goals of mathematics education in a highly contested time in our history, this book is a must‐read."—Danny Bernard Martin Professor, College of Education, University of Illinois at Chicago
"The renowned mathematics educator Bob Moses declared that during the 1950s and ’60s literacy was seen as the key civil right and that today, in the midst of the knowledge economy, mathematics is the new civil right. In this volume, Stinson and Wager have assembled a stellar group of scholars who understand that mandate. We no longer have the luxury of thinking of mathematics as the purview of a privileged few. It is exciting to see mathematics educators take up the responsibility of making mathematics an equal-opportunity and equal-access field of study. This book is going to be a major contribution to both mathematics education and equity education."—Gloria Ladson-Billings Professor, The Kellner Family Chair in Urban Education, School of Education, University of Wisconsin–Madison
"Teaching Mathematics for Social Justice is a significant contribution. It is important not only for those mathematics educators who understand the connections between mathematics and the reproduction or interruption of inequality but also to the larger community of critical educators who are committed to building an education that is truly emancipatory."—Michael W. Apple John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, School of Education, University of Wisconsin, Madison"""
Research Interests:
CITATION: Stinson, D. W. (2004). African American male students and achievement in school mathematics: A critical postmodern analysis of agency (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses: A & I. (ATT... more
CITATION: Stinson, D. W. (2004). African American male students and achievement in school mathematics: A critical postmodern analysis of agency (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses: A & I. (ATT 3194548).
ABSTRACT: The purpose of this study was to shed light on the schooling experiences of African American male students who embraced school, academics, and mathematics. In particular, the study examined the influence of sociocultural discourses on the agency of 4 African American men in their early 20s who demonstrated achievement and persistence in school mathematics. Agency in this context was defined as the participants’ ability to accommodate, resist, or reconfigure the available sociocultural discourses that surround African American males in order for them to effectively negotiate these discourses in their pursuit of success.
The study used qualitative action research methodology (Kemmis & Wilkinson, 1998) located within a critical postmodern theoretical frame (Kincheloe & McLaren, 1994). More specifically, the participants of the study were asked to read, reflect on, and respond to current research literature regarding the schooling experiences of African American male students. Their responses were analyzed using an eclectic theoretical framework that included poststructural theory, critical race theory, and critical (postmodern) theory. Poststructural theory provided a frame for rethinking and redefining key concepts such as person, agency, and power, among others. Critical race theory provided a frame for understanding how the discourse of race and racism operates within U.S. social structures. And critical (postmodern) theory provided a frame for discussing the purposes of education research.
The reporting and analysis of the data revealed that the participants had acquired robust mathematics identities (Martin, 2000), identities that positively impacted their sense of agency. How the participants acquired such uncharacteristic mathematics identities for African American male students was to be found, in part, in how they understood the sociocultural structures and discourses of U.S. society and how they accommodated, resisted, or reconfigured the specific discourses that surround African American males. Although at times the responses from the participants were similar, their responses were never monolithic—not across participants, and not even within participants. Present throughout the responses from each participant, however, was recognition of himself as a discursive formation (Foucault, 1969/1972) who could actively accommodate, resist, or reconfigure sociocultural discourses as a means to subversively repeat (Butler, 1990) his constituted “raced” self.
ABSTRACT: The purpose of this study was to shed light on the schooling experiences of African American male students who embraced school, academics, and mathematics. In particular, the study examined the influence of sociocultural discourses on the agency of 4 African American men in their early 20s who demonstrated achievement and persistence in school mathematics. Agency in this context was defined as the participants’ ability to accommodate, resist, or reconfigure the available sociocultural discourses that surround African American males in order for them to effectively negotiate these discourses in their pursuit of success.
The study used qualitative action research methodology (Kemmis & Wilkinson, 1998) located within a critical postmodern theoretical frame (Kincheloe & McLaren, 1994). More specifically, the participants of the study were asked to read, reflect on, and respond to current research literature regarding the schooling experiences of African American male students. Their responses were analyzed using an eclectic theoretical framework that included poststructural theory, critical race theory, and critical (postmodern) theory. Poststructural theory provided a frame for rethinking and redefining key concepts such as person, agency, and power, among others. Critical race theory provided a frame for understanding how the discourse of race and racism operates within U.S. social structures. And critical (postmodern) theory provided a frame for discussing the purposes of education research.
The reporting and analysis of the data revealed that the participants had acquired robust mathematics identities (Martin, 2000), identities that positively impacted their sense of agency. How the participants acquired such uncharacteristic mathematics identities for African American male students was to be found, in part, in how they understood the sociocultural structures and discourses of U.S. society and how they accommodated, resisted, or reconfigured the specific discourses that surround African American males. Although at times the responses from the participants were similar, their responses were never monolithic—not across participants, and not even within participants. Present throughout the responses from each participant, however, was recognition of himself as a discursive formation (Foucault, 1969/1972) who could actively accommodate, resist, or reconfigure sociocultural discourses as a means to subversively repeat (Butler, 1990) his constituted “raced” self.
Research Interests:
CITATION: Stinson, D. W. (Ed.). (2018). A decade of critical mathematics education knowledge dissemination [Special double issue]. Journal of Urban Mathematics Education, 11(1-2).
Research Interests:
CITATION: Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and oppression in the mathematics preparation of mathematics teacher educators [Special issue]. Journal of Urban Mathematics Education, 6(1).
Research Interests:
CITATION: Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta,GA: Georgia... more
CITATION: Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta,GA: Georgia State University
Research Interests:
CITATION: Stinson, D. W., Subramanian, J., & Yeh, C. (2023). Calling for critical interrogations of white supremacy and settler colonialism in mathematics education research: Getting in “good trouble, necessary trouble” [Special issue].... more
CITATION: Stinson, D. W., Subramanian, J., & Yeh, C. (2023). Calling for critical interrogations of white supremacy and settler colonialism in mathematics education research: Getting in “good trouble, necessary trouble” [Special issue]. Prometeica: Journal of Philosophy and Science, 27, 231–240. ABSTRACT: In this essay, we contextualize a call for strengthening equity and social justice research in mathematics education by inserting the mathematics education enterprise into two world events of 2020: the global COVID-19 pandemic and the global resurgence of the Black Lives Matter movement. We do so to underscore how white colonialism is forever present everywhere in structures and institutions around the globe, including those of the mathematics education enterprise. We briefly describe the logics of white supremacy and settler colonialism and then combined them into a compounding scheme of colonizing white supremacist logics. Next, we feature recent USA-based mathematics education research to illustrate some different possibilities when equity and social justice research is indeed strengthened through critical interrogations of white supremacy and settler colonialism. We conclude the essay with a justification for getting in good trouble, necessary trouble.
Research Interests:
CITATION: Stinson, D. W., & Potts, D. W. (2021). Exploring the self-empowering uncertainties of teaching mathematics for social justice: Narratives from a teacher educator and a classroom teacher. Curriculum and Teaching Dialogue,... more
CITATION: Stinson, D. W., & Potts, D. W. (2021). Exploring the self-empowering uncertainties of teaching mathematics for social justice: Narratives from a teacher educator and a classroom teacher. Curriculum and Teaching Dialogue, 23(1-2), 21–35. ABSTRACT: In this narrative essay, a mathematics teacher educator and a mathematics classroom teacher share their approaches and motivations behind introducing teachers and high school students, respectively, to the promises and challenges of mathematics taught from a social justice perspective. They conclude the essay by noting two preliminary pedagogical necessities for teacher educators and classroom teachers who might wish to engage in the self-empowering uncertainties of teaching mathematics for social justice.
Research Interests:
CITATION: Hunter, J. G., & Stinson, D. W. (2021). Caring in mathematics classrooms: Lessons learned from Black male students and a Black male teacher. Mathematics Teaching, 279, 21–24. ABSTRACT: Shares the results of a research project... more
CITATION: Hunter, J. G., & Stinson, D. W. (2021). Caring in mathematics classrooms: Lessons learned from Black male students and a Black male teacher. Mathematics Teaching, 279, 21–24. ABSTRACT: Shares the results of a research project exploring how Black male students described 'care' in their mathematics classroom.
Research Interests:
CITATION: Stinson, D. W. (2020). Scholars before researchers: Philosophical considerations in the preparation of mathematics education researchers. Philosophy of Mathematics Education Journal, 36, 1–18. ABSTRACT: In this essay, the... more
CITATION: Stinson, D. W. (2020). Scholars before researchers: Philosophical considerations in the preparation of mathematics education researchers. Philosophy of Mathematics Education Journal, 36, 1–18.
ABSTRACT: In this essay, the author explores how research in mathematics education is always already entangled with and in ontological, epistemological, and ethical considerations—that is, philo-sophical considerations—of the researcher from beginning to end. The danger in too much of the existing mathematics education research, however, is limited acknowledgement of how philosophical considerations drive both knowledge production and knowledge dissemination in the field. “Practical” definitions of ontology, epistemology, and ethics are provided as well as descriptions of how each concept is made sense of across the paradigms of inquiry spec-trum: predict, understand, emancipate, and deconstruct. The author concludes the essay with a summative argument of where and how to begin engaging philosophical considerations and a brief discussion of an emerging paradigm of inquiry.
ABSTRACT: In this essay, the author explores how research in mathematics education is always already entangled with and in ontological, epistemological, and ethical considerations—that is, philo-sophical considerations—of the researcher from beginning to end. The danger in too much of the existing mathematics education research, however, is limited acknowledgement of how philosophical considerations drive both knowledge production and knowledge dissemination in the field. “Practical” definitions of ontology, epistemology, and ethics are provided as well as descriptions of how each concept is made sense of across the paradigms of inquiry spec-trum: predict, understand, emancipate, and deconstruct. The author concludes the essay with a summative argument of where and how to begin engaging philosophical considerations and a brief discussion of an emerging paradigm of inquiry.
CITATION: Stinson, D. W. (2020). Philosophical considerations always already entangled in mathematics education research [Special issue]. Mathematics Teaching–Research Journal, 12(2), 8–23. ABSTRACT: In this paper, I explore how... more
CITATION: Stinson, D. W. (2020). Philosophical considerations always already entangled in mathematics education research [Special issue]. Mathematics Teaching–Research Journal, 12(2), 8–23.
ABSTRACT: In this paper, I explore how mathematics education research is always already entangled with and in ontological, epistemological, and ethical considerations-that is, philosophical considerations-of the researcher (or research team) from beginning to end. The danger in too much of the existing mathematics education research, however, is limited acknowledgement of how philosophical considerations drive both knowledge production and knowledge dissemination in the field. Illustrating how the concepts ontology, epistemology, and ethics are made sense of across the research paradigm spectrum-predict, understand, emancipate, and deconstruct-sheds light on not only the possible divergences in approaches to research (mathematics education or otherwise) but also the interrelatedness of the concepts.
ABSTRACT: In this paper, I explore how mathematics education research is always already entangled with and in ontological, epistemological, and ethical considerations-that is, philosophical considerations-of the researcher (or research team) from beginning to end. The danger in too much of the existing mathematics education research, however, is limited acknowledgement of how philosophical considerations drive both knowledge production and knowledge dissemination in the field. Illustrating how the concepts ontology, epistemology, and ethics are made sense of across the research paradigm spectrum-predict, understand, emancipate, and deconstruct-sheds light on not only the possible divergences in approaches to research (mathematics education or otherwise) but also the interrelatedness of the concepts.
Research Interests:
CITATION: Hunter, J. G., & Stinson, D. W. (2019). A mathematics classroom of caring among a Black male teacher and Black male students. Curriculum and Teaching Dialogue, 21(1-2), 21–34. ABSTRACT: This article summarizes a qualitative... more
CITATION: Hunter, J. G., & Stinson, D. W. (2019). A mathematics classroom of caring among a Black male teacher and Black male students. Curriculum and Teaching Dialogue, 21(1-2), 21–34.
ABSTRACT: This article summarizes a qualitative study that explored the influence a “successful” Black male mathematics teacher had on Black male high school students’ perceptions of teacher care. Framed by care theory, critical race theory, and culturally relevant pedagogy, ethnographic methods were used during data collection. Data analysis identified six overarching themes that the participants used to describe teacher care: (a) motivation, (b) culture, (c) confidence, (d) discipline, (e) concern for futures, and (f) environment.
ABSTRACT: This article summarizes a qualitative study that explored the influence a “successful” Black male mathematics teacher had on Black male high school students’ perceptions of teacher care. Framed by care theory, critical race theory, and culturally relevant pedagogy, ethnographic methods were used during data collection. Data analysis identified six overarching themes that the participants used to describe teacher care: (a) motivation, (b) culture, (c) confidence, (d) discipline, (e) concern for futures, and (f) environment.
CITATION: Hughes, P. T., Auslander, S. L., Stinson, D. W., & Fortner, C. K. (2019). Elementary teachers’ beliefs about mathematics and mathematics anxiety: How do they shape instructional practices? School Science and Mathematics Journal,... more
CITATION: Hughes, P. T., Auslander, S. L., Stinson, D. W., & Fortner, C. K. (2019). Elementary teachers’ beliefs about mathematics and mathematics anxiety: How do they shape instructional practices? School Science and Mathematics Journal, 119(4), 213–222.
This quantitative study investigated the relationships among practicing elementary teachers’ (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards‐based instruction and those with beliefs oriented toward a problem‐solving view of mathematics reported more standards‐based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers’ mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.
This quantitative study investigated the relationships among practicing elementary teachers’ (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards‐based instruction and those with beliefs oriented toward a problem‐solving view of mathematics reported more standards‐based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers’ mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.
CITATION: Stinson, D. W. (2018). Celebrating a decade of critical mathematics education knowledge dissemination: A movement of people revolutionaries [Editorial; Special issue]. Journal of Urban Mathematics Education, 11(1-2), 1–6
Research Interests:
CITATION: Stinson, D. W. (2018). Athletic shoe companies, supreme court nominations, child–parent separations, and mathematics: They do indeed go together! New England Mathematics Journal, 51(2), 7–16.
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CITATION: Stinson, D. W. (2017). Beyond White privilege: Toward White supremacy and settlers colonialism in mathematics education [Editorial]. Journal of Urban Mathematics Education, 10(2), 1–7.
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CITATION: Stinson, D. W. (2017). In search of defining ethics in (mathematics) education research? [Editorial]. Journal of Urban Mathematics Education, 10(1), 1–6.
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CITATION: Stinson, D. W. (2016). The absence of diversity in collegiate upper-level mathematics classrooms: Perpetuating the “White male math myth” [Editorial]. Journal of Urban Mathematics Education, 9(2), 1–4.
Research Interests:
CITATION: Stinson, D. W. (2016). Contributing a commentary to JUME: Keeping things going while they are still stirring [Editorial]. Journal of Urban Mathematics Education, 9(1), 1–6.
Research Interests:
CITATION: Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. ABSTRACT: In this essay, the author provides a... more
CITATION: Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78.
ABSTRACT: In this essay, the author provides a working definition of philosophy from a cultural point of view, and argues the need for mathematics educators to develop their philosophy of mathematics teaching and learning or, to speak more broadly, their philosophy of education. He then historically situates three scholars—John Dewey, Paulo Freire, and Michel Foucault—who have been instrumental in the formulation of his philosophy of education. Next, he shares how the philosophies of these three scholars provide different languages to critique three aspects of education. He concludes with brief discussions on the process of his ever-evolving philosophy of mathematics teaching and learning and the emerging debates about the " grand challenges " for mathematics education.
ABSTRACT: In this essay, the author provides a working definition of philosophy from a cultural point of view, and argues the need for mathematics educators to develop their philosophy of mathematics teaching and learning or, to speak more broadly, their philosophy of education. He then historically situates three scholars—John Dewey, Paulo Freire, and Michel Foucault—who have been instrumental in the formulation of his philosophy of education. Next, he shares how the philosophies of these three scholars provide different languages to critique three aspects of education. He concludes with brief discussions on the process of his ever-evolving philosophy of mathematics teaching and learning and the emerging debates about the " grand challenges " for mathematics education.
Research Interests:
CITATION: Stinson, D. W. (2015). The journal handbook for research on mathematics teaching and learning: A resource guide for the Every Student Succeeds Act of 2015 [Editorial]. Journal of Urban Mathematics Education, 8(2), 1–10.
Research Interests:
CITATION: Jett, C. C., Stinson, D. W., & Williams, B. A. (2015). Communities for and with Black male students [Focus issue – Creating Classroom Communities]. Mathematics Teacher, 109(4), 284–289. ABSTRACT: Several researchers have... more
CITATION: Jett, C. C., Stinson, D. W., & Williams, B. A. (2015). Communities for and with Black male students [Focus issue – Creating Classroom Communities]. Mathematics Teacher, 109(4), 284–289.
ABSTRACT: Several researchers have made recommendations regarding strategies needed for effective classrooms as mathematical communities. In this article, based on research that explored the schooling experiences of mathematically successful Black male students, the authors recommend four explicit strategies to effectively create classrooms as mathematical communities for and with Black male students.
ABSTRACT: Several researchers have made recommendations regarding strategies needed for effective classrooms as mathematical communities. In this article, based on research that explored the schooling experiences of mathematically successful Black male students, the authors recommend four explicit strategies to effectively create classrooms as mathematical communities for and with Black male students.
Research Interests:
CITATION: Stinson, D. W., & Bullock, E. C. (2015). Critical postmodern methodology in mathematics education research: Promoting another way of thinking and looking. Philosophy of Mathematics Education Journal [25th Anniversary Issue], 29,... more
CITATION: Stinson, D. W., & Bullock, E. C. (2015). Critical postmodern methodology in mathematics education research: Promoting another way of thinking and looking. Philosophy of Mathematics Education Journal [25th Anniversary Issue], 29, 1–18.
ABSTRACT: Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process–product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social-turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each mo-ment embraces unique theoretical perspectives as it critiques or rejects others. And given that methodology is inextricably linked to theory, each moment calls forth not only different theoretical possibilities but also different methodological possibilities. In this article, the authors briefly discuss and critique the methodologies that are “traditionally” found in each moment and explore some of the methodological possibilities made available in the sociopolitical-turn moment. Specifically, the authors promote another way of thinking about and looking at methodology when research is framed with/in the sociopolitical hy-brid of critical postmodern theory.
ABSTRACT: Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process–product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social-turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each mo-ment embraces unique theoretical perspectives as it critiques or rejects others. And given that methodology is inextricably linked to theory, each moment calls forth not only different theoretical possibilities but also different methodological possibilities. In this article, the authors briefly discuss and critique the methodologies that are “traditionally” found in each moment and explore some of the methodological possibilities made available in the sociopolitical-turn moment. Specifically, the authors promote another way of thinking about and looking at methodology when research is framed with/in the sociopolitical hy-brid of critical postmodern theory.
Research Interests:
CTIATION: Stinson, D. W. (2015). Reviewing for JUME: Advancing the field of Urban Mathematics Education [Editorial]. Journal of Urban Mathematics Education, 8(1), 10–13.
Research Interests:
CITATION: Stinson, D. W. (2014). Teaching mathematics for social justice: An ethical and moral imperative? [Editorial]. Journal of Urban Mathematic Education, 7(2), 1–5.
Research Interests:
CITATION: Stinson, D. W. (2013). Negotiating the “White male math myth”: African American male students and success in school mathematics [Special issue]. Journal for Research in Mathematics Education, 44(1), 69–99. ABSTRACT: This... more
CITATION: Stinson, D. W. (2013). Negotiating the “White male math myth”: African American male students and success in school mathematics [Special issue]. Journal for Research in Mathematics Education, 44(1), 69–99.
ABSTRACT: This article shows how equity research in mathematics education can be decentered by reporting the “voices” of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using poststructural theory, the concepts discourse, person/identity, and power/agency are redefined or reinscribed. The article also shows that using a poststructural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust mathematics identities of African American male students is possible—an analysis that refutes simple explanations of effort. The article concludes, not with “answers,” but with questions to facilitate dialogue among those who are interested in the mathematics achievement and persistence of African American male students—and equity and justice in the mathematics classroom for all students.
ABSTRACT: This article shows how equity research in mathematics education can be decentered by reporting the “voices” of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using poststructural theory, the concepts discourse, person/identity, and power/agency are redefined or reinscribed. The article also shows that using a poststructural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust mathematics identities of African American male students is possible—an analysis that refutes simple explanations of effort. The article concludes, not with “answers,” but with questions to facilitate dialogue among those who are interested in the mathematics achievement and persistence of African American male students—and equity and justice in the mathematics classroom for all students.
Research Interests:
CITATION: Stinson, D. W. (2013). On being a hardliner on issues of race and culture in mathematics education research [Editorial]. Journal of Urban Mathematics Education, 6(2), 1–6.
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CITATION: Stinson, D. W. & Spencer, J. A. (2013). Conversations about privilege and oppression in mathematics education [Editorial]. Journal of Urban Mathematics Education, 6(1), 1–5.
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CITATION: Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty [Special issue]. Educational Studies in Mathematics, 80(1-2), 41-55. ABSTRACT: In this article,... more
CITATION: Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty [Special issue]. Educational Studies in Mathematics, 80(1-2), 41-55.
ABSTRACT: In this article, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four shifts or historical moments. They illustrate how researchers working in various moments conceptualize not only the interactions among teachers, students, and mathematics differently but also teachers, students, and mathematics as subjects of inquiry as they ask different questions made possible by different theoretical perspectives. The authors then provide brief descriptions of critical theory and postmodern theory, and suggest crit-ical postmodern theory (CPT) as a hybrid theory that offers a praxis of uncertainty for reconceptualizing and conducting mathematics education research. They conclude by summarize three research articles that they believe exemplify the empowering and humanizing uncertainties of how teachers, students, mathematics, and the multiplicity of interactions therein might indeed be reconceptualized with/in critical postmodern theory.
ABSTRACT: In this article, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four shifts or historical moments. They illustrate how researchers working in various moments conceptualize not only the interactions among teachers, students, and mathematics differently but also teachers, students, and mathematics as subjects of inquiry as they ask different questions made possible by different theoretical perspectives. The authors then provide brief descriptions of critical theory and postmodern theory, and suggest crit-ical postmodern theory (CPT) as a hybrid theory that offers a praxis of uncertainty for reconceptualizing and conducting mathematics education research. They conclude by summarize three research articles that they believe exemplify the empowering and humanizing uncertainties of how teachers, students, mathematics, and the multiplicity of interactions therein might indeed be reconceptualized with/in critical postmodern theory.
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CITATION: Leonard, J., Davila, E., & Stinson, D. W. (2012). Beyond the numbers: A Benjamin Banneker Association conference series. Journal of Urban Mathematics Education [Special issue], 5(1), 8–20.
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CITATION: Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94. ABSTRACT: In this article, the authors explore... more
CITATION: Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94. ABSTRACT: In this article, the authors explore critical pedagogy within the context of mathematics classrooms. The exploration demonstrates the evolving pedagogical practices of mathematics teachers when teaching mathematics is explicitly connected to issues of social justice. To frame the exploration, the authors provide brief overviews of the theoretical tenets of critical pedagogy and of teaching mathematics for social justice. Through using narrative and textual data, the authors illustrate how a graduate-level, critical theory and teaching mathematics for social justice course assisted, in part, in providing not only a new language but also a legitimization in teachers becoming critical mathematics pedagogues.
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CITATION: Stinson, D. W. (2012). Mathematics educators and the "math wars": Who controls the discourse? Journal of Urban Mathematics Education [Editorial], 5(2), 1–5.
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CITATION: Stinson, D. W. (2011). When the “burden of acting white” is not a burden: School success and African American male students. The Urban Review, 43(1), 43–65. ABSTRACT: In this article, the author reports the ‘‘voices’’ of four... more
CITATION: Stinson, D. W. (2011). When the “burden of acting white” is not a burden: School success and African American male students. The Urban Review, 43(1), 43–65.
ABSTRACT: In this article, the author reports the ‘‘voices’’ of four academically successful African American men, in their early 20s, as they explicitly respond, in retrospect, to questions regarding the applicability of the burden of acting White theory to their schooling experiences—responses made after reading research articles written by Signithia Fordham and John Ogbu. In general, the responses from the four men illustrate that they successfully negotiated the burden of acting White, even as they revealed instances in which the theory might have been applied to their schooling experiences. The author argues that the various interpretations and uses of Fordham’s and Ogbu’s (single- and co-authored) theories—and, in part, the theories themselves—failed to escape the lure of oversimplification. In that, the (mis?)interpretations and (mis?)uses often oversimplified the theories, and, in turn, the schooling experiences of Black students (and historically marginalized students in general).
ABSTRACT: In this article, the author reports the ‘‘voices’’ of four academically successful African American men, in their early 20s, as they explicitly respond, in retrospect, to questions regarding the applicability of the burden of acting White theory to their schooling experiences—responses made after reading research articles written by Signithia Fordham and John Ogbu. In general, the responses from the four men illustrate that they successfully negotiated the burden of acting White, even as they revealed instances in which the theory might have been applied to their schooling experiences. The author argues that the various interpretations and uses of Fordham’s and Ogbu’s (single- and co-authored) theories—and, in part, the theories themselves—failed to escape the lure of oversimplification. In that, the (mis?)interpretations and (mis?)uses often oversimplified the theories, and, in turn, the schooling experiences of Black students (and historically marginalized students in general).
Research Interests:
CITATION: Stinson, D. W. (2011). Both the journal and handbook of research on urban mathematics teaching and learning [Editorial]. Journal of Urban Mathematics Education, 4(2), 1–6.
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CITATION: Stinson, D. W. (2011). Race in mathematics education research: Are we a community of cowards? [Editorial]. Journal of Urban Mathematics Education, (4)1, 1–6.
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CITATION: Stinson, D. W. (2010). How is it that one particular statement appeared rather than another?: Opening a different space for different statements about urban mathematics education [Editorial]. Journal of Urban Mathematics... more
CITATION: Stinson, D. W. (2010). How is it that one particular statement appeared rather than another?: Opening a different space for different statements about urban mathematics education [Editorial]. Journal of Urban Mathematics Education, 3(2), 1–11.
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CITATION: Stinson, D. W. (2010). The Sixth International Mathematics Education and Society Conference: Finding freedom in a mathematics education ghetto [Editorial]. Journal of Urban Mathematics Education, 3(1), 1–8.
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CITATION: Stinson, D. W. (2009). The proliferation of theoretical paradigms quandary: How one novice researcher used eclecticism as a solution. The Qualitative Report, 14(3), 498–523. ABSTRACT: When a doctoral student plans to conduct... more
CITATION: Stinson, D. W. (2009). The proliferation of theoretical paradigms quandary: How one novice researcher used eclecticism as a solution. The Qualitative Report, 14(3), 498–523.
ABSTRACT: When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories—poststructural theory, critical race theory, and critical theory that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his study and with an explanation of why his study was positioned within a critical postmodern paradigm.
ABSTRACT: When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories—poststructural theory, critical race theory, and critical theory that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his study and with an explanation of why his study was positioned within a critical postmodern paradigm.
Research Interests:
CITATION: Stinson, D. W. (2009). Mathematics teacher educators as cultural workers: A dare to those who dare teach (urban?) teachers [Editorial]. Journal of Urban Mathematics Education, 2(2), 1–5.
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CITATION: Stinson, D. W. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975–1010.... more
CITATION: Stinson, D. W. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975–1010.
ABSTRACT: This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants’ counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such “uncharacteristic” mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a discursive formation who could negotiate sociocultural discourses as a means to subversively repeat his constituted “raced” self.
ABSTRACT: This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants’ counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such “uncharacteristic” mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a discursive formation who could negotiate sociocultural discourses as a means to subversively repeat his constituted “raced” self.
Research Interests:
CITATION: Mewborn, D. S., & Stinson, D. W. (2007). Learning to teach as assisted performance. Teachers College Record, 109(6), 1457–1487.
Executive Summary at: http://www.tcrecord.org/ExecSummary.asp?contentid=13496.
Executive Summary at: http://www.tcrecord.org/ExecSummary.asp?contentid=13496.
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CITATION: Stinson, D. W. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477–506. ABSTRACT: The academic achievement gap,... more
CITATION: Stinson, D. W. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477–506.
ABSTRACT: The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key historical and current theoretical perspectives regarding the schooling experiences of African American students, with an emphasis on African American male students, borrowed from the disciplines of anthropology, social psychology, and sociology. The review is organized around three discourse clusters: the discourse of deficiency, the discourse of rejection, and the discourse of achievement. The author suggests that researchers move away from the discourses of deficiency and rejection and toward the discourse of achievement when developing sound education theories and classroom practices that assist in eradicating the academic (and mathematics) achievement gap.
ABSTRACT: The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key historical and current theoretical perspectives regarding the schooling experiences of African American students, with an emphasis on African American male students, borrowed from the disciplines of anthropology, social psychology, and sociology. The review is organized around three discourse clusters: the discourse of deficiency, the discourse of rejection, and the discourse of achievement. The author suggests that researchers move away from the discourses of deficiency and rejection and toward the discourse of achievement when developing sound education theories and classroom practices that assist in eradicating the academic (and mathematics) achievement gap.
Research Interests:
CITATION: Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8(1), 83–111. ABSTRACT:... more
CITATION: Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8(1), 83–111.
ABSTRACT: Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with attention to various processes such as reasoning and problem solving. In a series of three interviews, we examined nine experienced and professionally active teachers’ views of good mathematics teaching and how it develops. The interviews were couched in the context of the teachers mentoring student teachers. In general, these teachers thought good teaching requires a sound knowledge of mathematics, promotes mathematical understanding, engages and motivates students, and requires effective management skills. Furthermore, the teachers felt that good teaching is developed from experience, education, personal reading and reflection, and interaction with colleagues. Experience was considered the primary contributor. The article compares and contrasts the teachers’ notions of good teaching with those of various scholars and researchers and positions stated in various reform documents.
ABSTRACT: Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with attention to various processes such as reasoning and problem solving. In a series of three interviews, we examined nine experienced and professionally active teachers’ views of good mathematics teaching and how it develops. The interviews were couched in the context of the teachers mentoring student teachers. In general, these teachers thought good teaching requires a sound knowledge of mathematics, promotes mathematical understanding, engages and motivates students, and requires effective management skills. Furthermore, the teachers felt that good teaching is developed from experience, education, personal reading and reflection, and interaction with colleagues. Experience was considered the primary contributor. The article compares and contrasts the teachers’ notions of good teaching with those of various scholars and researchers and positions stated in various reform documents.
Research Interests:
CITATION: Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8–18. ABSTRACT: In this article, the... more
CITATION: Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8–18.
ABSTRACT: In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, the culturally relevant perspective, and the critical perspective. Last, within a Foucauldian frame, the author concludes the article by asking the reader to think differently.
ABSTRACT: In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, the culturally relevant perspective, and the critical perspective. Last, within a Foucauldian frame, the author concludes the article by asking the reader to think differently.
Research Interests:
CITATION: Stinson, D. W. (2018). A commentary on theoretical and political perspectives toward equity and social justice in mathematics education (pp. 99–102). In T. Bartell (Ed.), Toward equity and social justice in mathematics... more
CITATION: Stinson, D. W. (2018). A commentary on theoretical and political perspectives toward equity and social justice in mathematics education (pp. 99–102). In T. Bartell (Ed.), Toward equity and social justice in mathematics education. New York, NY: Springer.
Research Interests:
CITATION: Stinson, D. W., & Walshaw, M. A. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.), Compendium for research in mathematics education... more
CITATION: Stinson, D. W., & Walshaw, M. A. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 128–155). Reston, VA: National Council of Teachers of Mathematics.
Research Interests:
CITATION: Stinson, D. W. (2016). Turning disappointing student emails into teachable moments: A commentary on Crespo’s Case. In D. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about... more
CITATION: Stinson, D. W. (2016). Turning disappointing student emails into teachable moments: A commentary on Crespo’s Case. In D. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 79–83). Charlotte, NC: Information Age.
CITATION: Stinson, D. W., Jett, C. C., & Williams, B. A. (2013). Counterstories from mathematically successful African American male students: Implications for mathematics teachers and teacher educators. In J. Leonard & D. B. Martin... more
CITATION: Stinson, D. W., Jett, C. C., & Williams, B. A. (2013). Counterstories from mathematically successful African American male students: Implications for mathematics teachers and teacher educators. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 221–245). Information Age.
Research Interests:
CITATION: Stinson, D. W., & Wager, A. A. (2012). A sojourn into the empowering uncertainties of teaching and learning mathematics for social change. In A. A. Wager & D. W. Stinson (Eds.), Teaching mathematics for social justice:... more
CITATION: Stinson, D. W., & Wager, A. A. (2012). A sojourn into the empowering uncertainties of teaching and learning mathematics for social change. In A. A. Wager & D. W. Stinson (Eds.), Teaching mathematics for social justice: Conversations with educators (pp. 3–18). Reston, VA: National Council of Teachers of Mathematics.
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CITATION: Stinson, D. W., & Powell, G. C. (2010). Deconstructing discourses in a mathematics education course: Teachers reflecting differently. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for mathematics classrooms (pp.... more
CITATION: Stinson, D. W., & Powell, G. C. (2010). Deconstructing discourses in a mathematics education course: Teachers reflecting differently. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for mathematics classrooms (pp. 201–221). Greenwich, CT: Information Age.
Research Interests:
CITATION: Stinson, D. W. (2009). Negotiating sociocultural discourses: The counter-storytelling of academically and mathematically successful African American male students. In D. B. Martin (Ed.), Mathematics teaching, learning, and... more
CITATION: Stinson, D. W. (2009). Negotiating sociocultural discourses: The counter-storytelling of academically and mathematically successful African American male students. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the Lives of Black children (pp. 265–288). New York, NY: Routledge.
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CITATION: Stinson, D. W. (2016, March). How many different Barbies? How many different girls? How many different girls in mathematics? FHI 360 – Viewpoints: Furthering Girls' Math Identity [Blog post]. Retrieved from... more
CITATION: Stinson, D. W. (2016, March). How many different Barbies? How many different girls? How many different girls in mathematics? FHI 360 – Viewpoints: Furthering Girls' Math Identity [Blog post]. Retrieved from http://www.girlsmathidentity.org/v/howmanydifferentbarbies
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CITATION: Hunter, J. G., & Stinson, D. W. (2018). Caring, male African Americans, and mathematics teaching and learning (pp. 1110–1113). In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the... more
CITATION: Hunter, J. G., & Stinson, D. W. (2018). Caring, male African Americans, and mathematics teaching and learning (pp. 1110–1113). In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University. ABSTRACT: In this paper, the authors report on a qualitative study that explored the influence a “successful” African American male mathematics teacher had on three African American male high school students’ perceptions of teacher care. This critical ethnography study was guided by an intersection of an eclectic array of theoretical traditions, including care theory, critical race theory, and culturally relevant pedagogy. The study employed ethnographic methods during data collection; data analysis identified six overarching themes that the participants used to describe teacher care. Findings suggest that teachers should reconsider the ways they care for African American male students and that a caring teacher–student relationship has a positive influence on African American male students’ descriptions and perceptions of teacher care.
Research Interests:
CITATION: Stinson, D. W., & Walshaw, M. (2017). “Theory at the crossroads”: Mapping moments of mathematics education research onto paradigms of inquiry. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North... more
CITATION: Stinson, D. W., & Walshaw, M. (2017). “Theory at the crossroads”: Mapping moments of mathematics education research onto paradigms of inquiry. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1407–1414). Hoosier Association of Mathematics Teachers Educators: Indianapolis, IN. ABSTRACT: In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical " identity " that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.
Research Interests:
CITATION: Stinson, D.W. (2017). Researching race without researching White supremacy in mathematics education research: A strategic discursive practice. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and... more
CITATION: Stinson, D.W. (2017). Researching race without researching White supremacy in mathematics education research: A strategic discursive practice. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 2, 901–912). Volos, Greece: MES9.
ABSTRACT: In this essay, through reviewing three “equity” articles over the span of nearly 30 years, the author argues that researching race in mathematics education research has become a strategic discursive practice. But what about racism? What happens when racism is opened up—theoretically and methodologically—as an object of inquiry in mathematics teaching and learning? Doesn’t researching racism require an examination of the pervasiveness of White supremacy? That is to say, can we (ethically) examine racism without examining White supremacy? After all, aren’t racism and White supremacy two sides of the same coin?
ABSTRACT: In this essay, through reviewing three “equity” articles over the span of nearly 30 years, the author argues that researching race in mathematics education research has become a strategic discursive practice. But what about racism? What happens when racism is opened up—theoretically and methodologically—as an object of inquiry in mathematics teaching and learning? Doesn’t researching racism require an examination of the pervasiveness of White supremacy? That is to say, can we (ethically) examine racism without examining White supremacy? After all, aren’t racism and White supremacy two sides of the same coin?
Research Interests:
CITATION: Walshaw, M., Chronaki, A., Leyva, L., Stinson, D. W., Nolan, K., & Mendick, H, (2017). Beyond the box: Rethinking gender in mathematics education research – Proposal for a symposium. In A. Chronaki (Ed.), Proceedings of the 9th... more
CITATION: Walshaw, M., Chronaki, A., Leyva, L., Stinson, D. W., Nolan, K., & Mendick, H, (2017). Beyond the box: Rethinking gender in mathematics education research – Proposal for a symposium. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 1, 184–188). Volos, Greece: MES9. Τhe present symposium is an attempt to rethink gender in mathematics education research beyond the box, and specifically the box of binaries. We consider the importance in contemporary neoliberal times of doing research in mathematics education with and through the perspective of gender and, equally, we advocate ways in which gender could be key towards discerning relations amongst mathematics, science and life. To that end the symposium will address specific questions and issues surrounding gender presently confronting researchers, as well as educators, and policy makers. Organized around presentations in dialogue with reactions, discussion and debate, the symposium is intended not only to enhance understanding but also to stimulate fresh thinking and to initiate ongoing critique about research on and with gender in reconfiguring the subject in mathematics education, reimagining classroom learning, or, reconsidering mathematics education research.
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CITATION: Bidwell, C. R., & Stinson, D. W. (2016). Crossing “the problem of the color line”: White mathematics teachers and Black students. In M. B. Wood, E. E. Tuner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting... more
CITATION: Bidwell, C. R., & Stinson, D. W. (2016). Crossing “the problem of the color line”: White mathematics teachers and Black students. In M. B. Wood, E. E. Tuner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1273–1280). Tucson, AZ: The University of Arizona. In this paper, the authors explore—within an eclectic theoretical framework of critical theory, critical race theory, and Whiteness studies—the life experiences of four White high school mathematics teachers who were " successful " with Black students. The data were collected through three, semi-structured interviews, conducted over a 5-month time period. Through a cross-case analysis of the data, three commonalities among the teachers were identified as being significant contributors to their success in teaching Black students. Two commonalities the participants themselves felt strongly about, and a third became apparent during the cross-case analysis: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and collectively with colleagues on issues of race and racism. Implications for classroom practice and teacher education are discussed.
Research Interests:
CITATION: Stinson, D. W., & Bullock, E. C. (2015). Exploring different theoretical frontiers – A symposium (Presenters: Drs. I. Esmonde, E. Gutstein, T. Sengupta-Irving, D. Martin, & N. Shah; Discussant: Dr. R. Gutiérrez). In S.... more
CITATION: Stinson, D. W., & Bullock, E. C. (2015). Exploring different theoretical frontiers – A symposium (Presenters: Drs. I. Esmonde, E. Gutstein, T. Sengupta-Irving, D. Martin, & N. Shah; Discussant: Dr. R. Gutiérrez). In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (MES8, Vol. 1, pp. 133–138). Portland, OR: Ooligan Press.
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CITATION: Stinson, D. W. (2014). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! In K. S. Nguyen (Ed.), Proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional... more
CITATION: Stinson, D. W. (2014). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! In K. S. Nguyen (Ed.), Proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences (pp. 43–48). Washington, DC: National Science Foundation.
Research Interests:
CITATION: Stinson, D. W., & Bullock, E. C. (2013). Diversity in methodology: Different possibilities for data collection, analysis, and representation. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of... more
CITATION: Stinson, D. W., & Bullock, E. C. (2013). Diversity in methodology: Different possibilities for data collection, analysis, and representation. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1256–1259). Chicago, IL: University of Illinois at Chicago
Research Interests:
CITATION: Stinson, D. W. (2013). An English only fountain: A response to Tamsin Meaney’s critique of English privilege in mathematics education research. In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the 7th... more
CITATION: Stinson, D. W. (2013). An English only fountain: A response to Tamsin Meaney’s critique of English privilege in mathematics education research. In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the 7th International Mathematics Education and Society Conference (MES7, Vol. 1, pp. 85–88). Cape Town, South Africa: MES7
Research Interests:
CITATION: Stinson, D. W., & Wager, A. A. (2013). Teaching mathematics for social justice: Conversations with educators – A symposium (Presenters: Drs. T. Bartell, B. Evan, E. Gutstein, J. Leonard; Discussants: Drs. V. Hand & J. Spencer).... more
CITATION: Stinson, D. W., & Wager, A. A. (2013). Teaching mathematics for social justice: Conversations with educators – A symposium (Presenters: Drs. T. Bartell, B. Evan, E. Gutstein, J. Leonard; Discussants: Drs. V. Hand & J. Spencer). In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the 7th International Mathematics Education and Society Conference (MES7, Vol. 1, pp. 125–128). Cape Town, South Africa: MES7.
Research Interests:
CITATION: Stinson, D. W., & Bullock, E. C. (2012). Transitioning into contemporary theory: Critical postmodern theory in mathematics education research. In L. R. Van Zoest, J. J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual... more
CITATION: Stinson, D. W., & Bullock, E. C. (2012). Transitioning into contemporary theory: Critical postmodern theory in mathematics education research. In L. R. Van Zoest, J. J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1163–1169). Kalamazoo, MI: Western Michigan University.
In this theoretical paper, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four transitions or historical moments in mathematics education research. Using the Instructional Triangle as a point of reference for the dynamics of mathematics instruction, they illustrate how mathematics education researchers working in different moments explore different questions and use different theoretical perspectives. The authors then provide brief summaries of critical theory and postmodern theory, and suggest critical postmodern theory (CPT) as a hybrid theory that offers new possibilities for conceptualizing and conducting mathematics education research.
In this theoretical paper, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four transitions or historical moments in mathematics education research. Using the Instructional Triangle as a point of reference for the dynamics of mathematics instruction, they illustrate how mathematics education researchers working in different moments explore different questions and use different theoretical perspectives. The authors then provide brief summaries of critical theory and postmodern theory, and suggest critical postmodern theory (CPT) as a hybrid theory that offers new possibilities for conceptualizing and conducting mathematics education research.
Research Interests:
CITATION: Walshaw, M., Nolan, K., Brown, T., Cotton, T., Davis, B., de Freitas, E., Renert, M., Stinson, D. W., & Walls, F. (2010). New perspectives on mathematics pedagogy. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of... more
CITATION: Walshaw, M., Nolan, K., Brown, T., Cotton, T., Davis, B., de Freitas, E., Renert, M., Stinson, D. W., & Walls, F. (2010). New perspectives on mathematics pedagogy. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the 6th International Mathematics Education and Society Conference (MES6, Vol. 1, pp. 100–103). Berlin, Germany: Freie Universität. " New Perspectives on Mathematics Pedagogy " represents a serious attempt to understand pedagogy within mathematics classrooms. To that end, this symposium will address the key questions and issues surrounding mathematics pedagogy presently confronting vast numbers of researchers, as well as educators, and policy makers. Organised around presentations, responses, discussion and debate, the symposium is intended not only to enhance understanding but also to stimulate fresh thinking and initiate ongoing critical dialogue about the practice of mathematics pedagogy within teaching and learning settings. AIMS OF SYMPOSIUM This symposium aims to engage the audience in a critical discussion on a new and provocative book in the field of mathematics education. Unpacking Pedagogy: New Perspectives for Mathematics is a forthcoming (December 2009) publication by Information Age Publishing. Based on the chapters of this edited collection, this symposium will address the key questions and issues surrounding mathematics pedagogy presently confronting vast numbers of researchers, as well as educators, and policy makers. By pedagogy we mean the elements of practice characterised not only by the regularities of teaching but also the uncertainties of practice. If pedagogy is about the production of mathematical knowledge and the construction of mathematical identities, it is also about social relations and values. Pedagogy takes into account ways of knowing and thinking, language, emotion, and the discourses made available and generated within the physical, social, cultural, historical, and economic community of practice in which mathematics teaching is embedded. The symposium directly involves nine chapter authors who will present their research and/or act as respondents. Their presentations are not intended to provide analytic consensus in their attempts to understand what it is that structures the pedagogical experience. Highly influential in informing the analyses will be Foucault's understanding of how practices are produced within discourses and within power configurations; Lacan's notion of subjectivity; evolutionary frameworks of complexity science to rethink mathematics pedagogy; and Bourdieu's notion of habitus to explain the teaching/learning nexus. RELEVANCE OF SYMPOSIUM As educators and researchers, we believe that mathematics pedagogy is at a crossroads. The harsh reality is that many students do not succeed with mathematics; they are disaffected and continually confront obstacles to engaging with the subject.
Research Interests:
CITATION: Stinson, D. W., & Powell, G. C. (2009). Teachers reflecting differently: Deconstructing the discursive teacher/student binary. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of... more
CITATION: Stinson, D. W., & Powell, G. C. (2009). Teachers reflecting differently: Deconstructing the discursive teacher/student binary. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 320–327). Atlanta, GA: Georgia State University.
This session explores the ways that practicing teachers came to reflect differently regarding the discursive teacher/student binary during a graduate-level course entitled “Mathematics Education within the Postmodern.” Using Dewey’s concept of reflective thinking, as well as Foucault’s discourse and Derrida’s deconstruction, we show how the course provided new suggestions for the students as they continued their journey of becoming teachers. Through interweaving comments written by the students with concepts borrowed from postmodern philosophers and theorists, we illustrate how the teachers began to understand that teachers and students might indeed be described differently in the postmodern.
This session explores the ways that practicing teachers came to reflect differently regarding the discursive teacher/student binary during a graduate-level course entitled “Mathematics Education within the Postmodern.” Using Dewey’s concept of reflective thinking, as well as Foucault’s discourse and Derrida’s deconstruction, we show how the course provided new suggestions for the students as they continued their journey of becoming teachers. Through interweaving comments written by the students with concepts borrowed from postmodern philosophers and theorists, we illustrate how the teachers began to understand that teachers and students might indeed be described differently in the postmodern.
Research Interests:
CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Becoming critical mathematics pedagogues: A journey. Proceedings of the second annual meeting of the Georgia Association of Mathematics Teachers Educators... more
CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Becoming critical mathematics pedagogues: A journey. Proceedings of the second annual meeting of the Georgia Association of Mathematics Teachers Educators (pp. 1–10). Eatonton: Georgia Association of Mathematics Teachers Educators.
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CITATION: White-Fredette, K., & Stinson, D. W. (2007). What is mathematics?: Teachers exploring the philosophy of mathematics [Abstract]. Abstracts and Program of the Annual TEAM-Math Partnership Conference, Pre-session, Tuskegee, AL,... more
CITATION: White-Fredette, K., & Stinson, D. W. (2007). What is mathematics?: Teachers exploring the philosophy of mathematics [Abstract]. Abstracts and Program of the Annual TEAM-Math Partnership Conference, Pre-session, Tuskegee, AL, 13–16.
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CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Critical mathematics pedagogy: Three teachers’ beginning journey [Abstract]. Program of the 4th International Congress of Qualitative Inquiry,... more
CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Critical mathematics pedagogy: Three teachers’ beginning journey [Abstract]. Program of the 4th International Congress of Qualitative Inquiry, Urbana-Champaign, IL, 480.
Research Interests:
CITATION: Stinson, D. W., Bidwell, C. R., Jett, C. C., Powell, G. C., & Thurman, M. M. (2007). Critical mathematics pedagogy: Transforming teachers’ practices. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Proceedings of the 9th... more
CITATION: Stinson, D. W., Bidwell, C. R., Jett, C. C., Powell, G. C., & Thurman, M. M. (2007). Critical mathematics pedagogy: Transforming teachers’ practices. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Proceedings of the 9th International Conference: Mathematics Education in a Global Community (619–624). Charlotte, NC: Mathematics Education into the 21st Century.
For an expanded unpublished manuscript see: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA.
This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices (and research agendas) away from the “traditional” and toward a mathematics for social justice.
For an expanded unpublished manuscript see: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA.
This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices (and research agendas) away from the “traditional” and toward a mathematics for social justice.
Research Interests:
CITATION: Stinson, D. W. (2006). In search of defining (?) researcher ethics [Abstract]. Program of the 2nd International Congress of Qualitative Inquiry, Urbana-Champaign, IL, 379.
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CITATION: Stinson, D. W. (1999). Innovators in education [Abstract]. 1999 Atlanta Journal-Constitution Honor Teacher Awards: Innovators in Education, Atlanta, GA, 229.
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CITATION: Stinson, D. W. (2013). Rethinking mathematics [Review of the book Rethinking mathematics: Teaching social justice by the numbers, by E. Gutstein & B. Peterson (Eds.)]. Teachers College Record.
Research Interests:
CITATION: Stinson, D. W. (2002). A critical discourse offered: A review of Radical equations: Math literacy and civil rights [Review of the book Radical equations: Math literacy and civil rights, by R. Moses & C. Cobb]. The Mathematics... more
CITATION: Stinson, D. W. (2002). A critical discourse offered: A review of Radical equations: Math literacy and civil rights [Review of the book Radical equations: Math literacy and civil rights, by R. Moses & C. Cobb]. The Mathematics Educator, 12(2), 40–43.
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CITATION: Stinson, D. W. (2020). Urban mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2nd ed.; pp. 890–891). Dordrecht, The Netherlands: Springer.
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CITATION: Stinson, D. W. (2014). Urban mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 631–632). Dordrecht, The Netherlands: Springer. Retrieved from... more
CITATION: Stinson, D. W. (2014). Urban mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 631–632). Dordrecht, The Netherlands: Springer. Retrieved from http://link.springer.com/referencework/10.1007/978-94-007-4978-8
Research Interests:
CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA. Manuscript... more
CITATION: Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA.
Manuscript presented (summer 2008) at the annual International Conference of Teacher Education and Social Justice, Chicago, IL.
Condensed manuscript published: Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94.
ABSTRACT: In this study, the authors report the transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice. The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers but also co authors of the study. Data collection included reflec-tive essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices away from the “traditional” and toward a mathematics for social justice.
Manuscript presented (summer 2008) at the annual International Conference of Teacher Education and Social Justice, Chicago, IL.
Condensed manuscript published: Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94.
ABSTRACT: In this study, the authors report the transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice. The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers but also co authors of the study. Data collection included reflec-tive essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices away from the “traditional” and toward a mathematics for social justice.