View in EDS

The Roles of Mathematics in Teaching for Social Justice: A Framework for the College Classroom

Saved in:
Bibliographic Details
Title: The Roles of Mathematics in Teaching for Social Justice: A Framework for the College Classroom
Language: English
Authors: Vivian Lim, Daniel Libertz
Source: Numeracy. 2026 19(1).
Availability: National Numeracy Network. 906 West 2nd Avenue, Suite 100, Spokane, WA 99201. Tel: 507-222-5239; Web site: https://digitalcommons.usf.edu/numeracy/
Peer Reviewed: Y
Page Count: 41
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Instruction, Social Justice, Mathematics Curriculum, College Mathematics, Power Structure, Higher Education, Critical Thinking, Social Bias, Learning Activities, Measurement, Stereotypes, Misconceptions, Social Problems, Interpersonal Communication
ISSN: 1936-4660
Abstract: In this paper, we present a framework for understanding the multiple roles that mathematics can serve in the classroom towards social justice goals, developed through an analysis of 36 social justice mathematics curricular modules in college settings. The framework is grounded in Patricia Hill Collins's matrix of domination and consists of seven themes that represent the different roles mathematics can play: measuring inequality, illuminating conditions resulting in inequality, understanding the mechanisms of phenomena, challenging stereotypes and misconceptions, generating and evaluating solutions, communication and action, and criticizing quantification. Our framework supports the perspective that mathematics can serve important and distinct roles and purposes that contribute to addressing the multiple domains of power in Hill Collins's matrix of domination. In addition, we argue that by explicitly naming these roles and purposes, this framework serves as a valuable resource for educators seeking to integrate social justice with mathematics curricula.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495348
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1495348
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1495348
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Roles of Mathematics in Teaching for Social Justice: A Framework for the College Classroom
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Vivian+Lim%22">Vivian Lim</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Libertz%22">Daniel Libertz</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Numeracy%22"><i>Numeracy</i></searchLink>. 2026 19(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Numeracy Network. 906 West 2nd Avenue, Suite 100, Spokane, WA 99201. Tel: 507-222-5239; Web site: https://digitalcommons.usf.edu/numeracy/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 41
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1936-4660
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this paper, we present a framework for understanding the multiple roles that mathematics can serve in the classroom towards social justice goals, developed through an analysis of 36 social justice mathematics curricular modules in college settings. The framework is grounded in Patricia Hill Collins's matrix of domination and consists of seven themes that represent the different roles mathematics can play: measuring inequality, illuminating conditions resulting in inequality, understanding the mechanisms of phenomena, challenging stereotypes and misconceptions, generating and evaluating solutions, communication and action, and criticizing quantification. Our framework supports the perspective that mathematics can serve important and distinct roles and purposes that contribute to addressing the multiple domains of power in Hill Collins's matrix of domination. In addition, we argue that by explicitly naming these roles and purposes, this framework serves as a valuable resource for educators seeking to integrate social justice with mathematics curricula.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1495348
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495348
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Stereotypes
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Social Problems
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
    Titles:
      – TitleFull: The Roles of Mathematics in Teaching for Social Justice: A Framework for the College Classroom
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Vivian Lim
      – PersonEntity:
          Name:
            NameFull: Daniel Libertz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1936-4660
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Numeracy
              Type: main
ResultId 1