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Empowering Science and Mathematics Education in Urban Schools$
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Angela Barton, Edna Tan, Erin Turner, and Maura Varley Gutiérrez

Print publication date: 2012

Print ISBN-13: 9780226037974

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226037998.001.0001

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Critical Mathematical Agency in the Overcrowding at Francis Middle School Project

Critical Mathematical Agency in the Overcrowding at Francis Middle School Project

Chapter:
(p.51) Chapter Three Critical Mathematical Agency in the Overcrowding at Francis Middle School Project
Source:
Empowering Science and Mathematics Education in Urban Schools
Author(s):

Erin E. Turner

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226037998.003.0003

Critical reflections about disparities in the space and resources allotted to different schools prompted an extended mathematical investigation of overcrowding at Francis. The project provided ongoing opportunities for students to critically reflect on conditions at their school, to use math to better understand and argue against the overcrowding, and to collectively work toward change. Comparing data from Francis with data from Longmore was a central part of many students' analyses. This chapter highlights how students participated in ways that evidenced a sense of critical mathematical agency, and discusses aspects of Ms. Font's pedagogy that seemed to foster students' agency, and the potential impact of agency-enhancing learning environments on students' mathematical learning and identities. In the Overcrowding at Francis Middle School project, students enacted critical mathematical agency through acts of authoring as they contributed (authored) their own unique perspectives about overcrowding at their school, and as they imagined (authored) more just and equitable ways to allocate the school space, among others.

Keywords:   overcrowding, critical mathematical agency, Francis, mathematical learning, school space

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