ABSTRACT

Place-based education has traditionally had a limited focus on mathematics, and critical mathematics education often lacks explicit attention to place and space. We explore integrating theories of place, spatial justice, and critical mathematics education. To begin, we consider various frameworks of place—including Indigenous, urban, and critical perspectives—to situate a discussion on how place acts as a shaping force on social relations like race, gender, and sexuality, and, conversely, how social relations shape place. We include mathematics as a category of social relations in that guiding framework. We next summarize and build on various notions of place and spatial justice, toward their integration with critical mathematics education. In so doing, we present teaching mathematics for spatial justice, or using mathematics 1) to identify power relations in and through place and 2) to transform the world by re-imagining and remaking place. We sidestep a false urban-rural divide and instead, illustrate the potential of teaching mathematics for spatial justice using rich examples organized around four thematic categories: geographies of opportunity, mapping, human mobility, and land relations and obligations.

摘要

传统上，基于位置的教育很少将重点放在数学上，而批判数学教育通常缺乏对位置和空间的明确关注。我们探索整合场所，空间正义和批判数学教育的理论。首先，我们考虑地方的各种框架（包括土著，城市和批判性视角），以讨论地方如何对诸如种族，性别和性行为等社会关系形成塑造力量，以及相反，社会关系如何塑造地点。在该指导框架中，我们将数学作为社会关系的一个类别。接下来，我们将总结关于位置和空间正义的各种概念并将其与批判数学教育相结合。为此，我们介绍了空间正义的教学数学，或使用数学1）识别场所内和场所之间的权力关系，以及2）通过重新构想和改造场所来改变世界。我们回避了城乡虚假的鸿沟，取而代之的是，通过围绕四个主题类别组织的丰富示例来说明在空间正义方面进行数学教学的潜力：机会地理，制图，人口流动以及土地关系和义务。