Abstract:Emphasized by the fallout of the pandemic, critical math scholars have long-since called for resistance to the cultural marginalization, systemic racism and violence of math instruction by crafting a liberatory and humanizing mathematics education. In response to that call, this paper illuminates the theoretical connections between the frameworks of two relational approaches to schooling, Restorative Justice in Education (RJE) and Cognitively Guided Instruction in Mathematics (CGI). Through discussing the inte… Show more
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