Managing Dilemmas of Social Justice Mathematics: Considerations of Teachers' School Contexts and Lived Experiences

• In Event: 64.050 - Full STEAM Ahead: Equitable Practices for Math and Science Educators

Abstract

This comparative case study investigates how two sixth grade mathematics teachers successfully managed common dilemmas of Social Justice Mathematics, or SJM (Gutstein, 2006). These findings are significant because previous studies indicate substantial struggles to manage such dilemmas (e.g. Bartell, 2013; Brantlinger, 2007, 2014; Gregson, 2013). In addition, such social justice approaches may be of even greater importance given the current “post truth era.” Using Lampert’s (1985) definition of dilemmas and the types of dilemmas she documented when researching her own teaching practice (2001), this study explores how teachers’ school contexts and lived experiences influenced their effective dilemma management with SJM.

Author

• Kari Kokka, University of Pittsburgh