Commentary 1: Tensions and Opportunities When Implementing Social Justice Mathematics Tasks: A Commentary on Felton-Koestler’s Case

I am a person of African descent, born in the midst of the civil-rights movement, who grew up in Los Angeles, California. I have been a mathematics educator for 30 years, serving as a secondary mathematics teacher, teacher leader, coach, professional-development provider, and faculty supervisor. I believe in a constructivist, sociocultural approach to teaching and learning. I support the use of culturally relevant and responsive teaching methods to eliminate performance gaps between different groups of students.

Since the publication of Rethinking Mathematics: Social Justice by the Numbers (Gutstein, 2005), I have been incorporating social-justice lessons in the methods and seminar classes I teach to secondary mathematics preservice and inservice teachers, as well as the professional-development institutes and workshops I facilitate. I have taken lessons from the book, pulled together all of the resources necessary for the tasks, and engaged teachers.