A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice

This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical Race Theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Promising practices and implications for future research are identified based on this synthesis.