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This article describes teachers' collective work aimed at learning to teach mathematics for social justice. A situated, sociocultural perspective of learning guides this examination of teachers' negotiation of mathematical goals and social justice goals as they developed, implemented, and revised lessons for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning thedoi:10.5951/jresematheduc.44.1.0129 fatcat:ea5sh6sb7bgnrciv6jpm4n5aie