David Stinson, Associate Professor of Middle and Secondary Education, co-edited the book Teaching mathematics for social justice: conversations with educators. The book was one of the top 75 New York Times Best Selling Education Books of 2013. You’ll find this book on the 4th floor of Atlanta Library South under the call number QA11.2 .T435 2012.
From the publisher’s website:
Educators increasingly recognize the important role that mathematics teaching plays in helping students to understand and overcome social injustice and inequality. This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them and who have inspiring stories of their own to tell-and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the future.
In addition to co-editing the book, Dr. Stinson also co-authored Chapter one of the book:
Stinson, D. W., & Wager, A. (2015). Sojourn into the empowering uncertainties of teaching and learning mathematics for social change. In Wager, A. A., & Stinson, D. W. (2012). Teaching mathematics for social justice: Conversations with educators. (pp. 3-10). Reston, VA: National Council of Teachers of Mathematics.
Other publications by Dr. Stinson available through the University Library, include:
Stinson, D. W. (2015). The Journal handbook of research on urban mathematics teaching and learning: A resource guide for the Every Student Succeeds Act of 2015. Journal Of Urban Mathematics Education, 8(2), 1-10.
Stinson, D. W. (2015, July). Reviewing for JUME: Advancing the Field of Urban Mathematics Education. Journal of Urban Mathematics Education. pp. 10-13.
Christopher C. Jett, David W. Stinson, & Brian A. Williams. (2015). Communities for and with Black Male Students. The Mathematics Teacher, 109(4), 284-289.
Stinson, D. W. (2013). Negotiating the “White Male Math Myth”: African American Male Students and Success in School Mathematics. Journal for Research in Mathematics Education, 44(1), 69-99.
Stinson, D. W., & Bullock, E. C. (2012). Critical Postmodern Theory in Mathematics Education Research: A Praxis of Uncertainty. Educational Studies in Mathematics, 80(1-2), 41-55.
Stinson, D. W. (2011). When the “Burden of Acting White” Is Not a Burden: School Success and African American Male Students. Urban Review: Issues and Ideas in Public Education, 43(1), 43-65.
Stinson, D. W. (2009). The Proliferation of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism as a Solution. Qualitative Report, 14(3), 498-523.
Stinson, D. W. (2008). Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (And Mathematically) Successful African American Male Students. American Educational Research Journal, 45(4), 975-1010.
Mewborn, D. S., & Stinson, D. W. (2007). Learning to Teach as Assisted Performance. Teachers College Record, 109(6), 1457-1487.
Stinson, D. W. (2006). African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement. Review of Educational Research, 76(4), 477-506.