REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES

Pete Wright

REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES

Pete Wright

Education and Society

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

In this paper I present key findings from four research projects which aimed to promote equitable and socially just mathematics teaching approaches. I outline the design of the projects, all of which were based on a critical model of participatory action research. I draw on the findings from the projects, together with the underlying theories, to identify and exemplify what I believe to be four essential components of socially just mathematics teaching. I offer these insights to readers so that they may judge for themselves the extent to which the findings are transferable to their own contexts and can inform their own practice.

Original language	English
Title of host publication	Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa
Subtitle of host publication	Volume 1
Editors	Paul Mutodi, Dina Mamashela, Ranta Langa, Thalangwini Thikathali, Siphiwe Sihlangu
Publisher	The Association for Mathematics Education of South Africa
Pages	24-36
Number of pages	13
Publication status	Published - 4 Jul 2025
Event	30th Annual National Congress of The Association for Mathematics Education of South Africa - University of Limpopo, Polokwane, South Africa Duration: 30 Jun 2025 → 4 Jul 2025

Conference

Conference	30th Annual National Congress of The Association for Mathematics Education of South Africa
Country/Territory	South Africa
City	Polokwane
Period	30/06/25 → 4/07/25

Cite this

Wright, P. (2025). REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES. In P. Mutodi, D. Mamashela, R. Langa, T. Thikathali, & S. Sihlangu (Eds.), Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa: Volume 1 (pp. 24-36). The Association for Mathematics Education of South Africa.

Wright, Pete. / REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES. Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa: Volume 1. editor / Paul Mutodi ; Dina Mamashela ; Ranta Langa ; Thalangwini Thikathali ; Siphiwe Sihlangu. The Association for Mathematics Education of South Africa, 2025. pp. 24-36

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title = "REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES",

abstract = "In this paper I present key findings from four research projects which aimed to promote equitable and socially just mathematics teaching approaches. I outline the design of the projects, all of which were based on a critical model of participatory action research. I draw on the findings from the projects, together with the underlying theories, to identify and exemplify what I believe to be four essential components of socially just mathematics teaching. I offer these insights to readers so that they may judge for themselves the extent to which the findings are transferable to their own contexts and can inform their own practice.",

author = "Pete Wright",

year = "2025",

month = jul,

day = "4",

language = "English",

pages = "24--36",

editor = "Paul Mutodi and Dina Mamashela and Ranta Langa and Thalangwini Thikathali and Siphiwe Sihlangu",

booktitle = "Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa",

publisher = "The Association for Mathematics Education of South Africa",

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Wright, P 2025, REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES. in P Mutodi, D Mamashela, R Langa, T Thikathali & S Sihlangu (eds), Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa: Volume 1. The Association for Mathematics Education of South Africa, pp. 24-36, 30th Annual National Congress of The Association for Mathematics Education of South Africa, Polokwane, South Africa, 30/06/25.

REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES. / Wright, Pete.
Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa: Volume 1. ed. / Paul Mutodi; Dina Mamashela; Ranta Langa; Thalangwini Thikathali; Siphiwe Sihlangu. The Association for Mathematics Education of South Africa, 2025. p. 24-36.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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N2 - In this paper I present key findings from four research projects which aimed to promote equitable and socially just mathematics teaching approaches. I outline the design of the projects, all of which were based on a critical model of participatory action research. I draw on the findings from the projects, together with the underlying theories, to identify and exemplify what I believe to be four essential components of socially just mathematics teaching. I offer these insights to readers so that they may judge for themselves the extent to which the findings are transferable to their own contexts and can inform their own practice.

AB - In this paper I present key findings from four research projects which aimed to promote equitable and socially just mathematics teaching approaches. I outline the design of the projects, all of which were based on a critical model of participatory action research. I draw on the findings from the projects, together with the underlying theories, to identify and exemplify what I believe to be four essential components of socially just mathematics teaching. I offer these insights to readers so that they may judge for themselves the extent to which the findings are transferable to their own contexts and can inform their own practice.

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BT - Proceedings of the 30th Annual National Congress of The Association for Mathematics Education of South Africa

A2 - Mutodi, Paul

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Y2 - 30 June 2025 through 4 July 2025

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REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES

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