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Article Title
Abstract
This article addresses the current political, socioeconomic, and educational state of mathematics education in California. The “back-to-basics” movement in mathematics mirrors the “back-to-phonics” movement in language arts. At a time when ethnic minorities have become the majority, the dominant culture has chosen to revert back to practices that are inequitable and empower the elite. Critical educators must carry on the dialogue necessary to empower the disenfranchised mathematically and undermine the social injustice and economic inequality that will result if this movement is embraced.
DOI
10.5642/hmnj.199901.20.10
Recommended Citation
Lang, Frances Kuwahara
(1999)
"Is Mathematics Education Taking a Step Backward?," Humanistic Mathematics Network Journal: Iss.
20, Article 10.
Available at:
https://scholarship.claremont.edu/hmnj/vol1/iss20/10
Included in
Mathematics Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons
