Informed by theoretical texts from human and critical geography as well as the use of spatially-enabled technologies, TMSpJ considers the spatial aspects and impact of issues studied as part of designed curriculum. From this perspective space(s) and place(s) are taken as vibrantly hybridized and susceptible to negative structuring by issues of (in)justice.
Pulling on foundational work in critical pedagogy from Freire and critical mathematics from Gutstein, TMSpJ research focuses on foregrounding issues of equity in the study of mathematics. TMSpJ has a transformative agenda of supporting students to recruit mathematics as a tool for critique of social justice issues and their impact on urban space(s) and place(s).
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1222430 to the City University of New York. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.