Awareness, Acceptance, and Action in a Teaching Mathematics for Social Justice–Focused Mathematics Methods Course

• In Event: Poster Session 5
  In Poster Session: The English Learners in the Mainstream (ELM) Project: A Comprehensive Teacher Training Model

Abstract

Mathematics teacher educators (TEs) must to attend to tenets of social justice when teaching pre-service teachers (PSTs). Incorporating teaching mathematics for social justice (TMfSJ) pedagogy into these courses is a first step. However, TEs must consciously support PSTs in the emotional process of becoming critical educators and I argue the use of I choice assignments specifically designed to raise commitments to critical perspectives can support this process. A framework was developed. It combined tenets of TMfSJ and the three ‘As’: (a) awareness, (b) acceptance, and (c) action. It looked at how use of choice assignments impacted PSTs’ awareness of societal inequities, acceptance of their potential role in becoming agents for change, and their willingness to take action.

Author

• Alisa Belliston, Brigham Young University