Teaching Mathematics for Social Justice: Supporting Critical Mathematics Instruction Amid Racial Justice Protests

Session Type: Symposium

Abstract

As America grapples with its racist history in the face of protests for racial justice and a global pandemic, teaching mathematics for social justice has never been more essential. Teacher educators have a responsibility to ensure students have access to opportunities that further develop their critical mathematics literacy to model and create a more socially just world. In this symposium, we present research by mathematics teacher educators who incorporate teaching mathematics for social justice into their instructional practices with prospective and in-service mathematics teachers. Presenters will share their instructional practices for, and research related to, supporting mathematics teachers as they develop capacities for teaching mathematics for social justice. Session participants will engage in discussions about implications for practice and research.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Craig J. Willey, Indiana University - Indianapolis

Papers

• Teaching Mathematics for Social Justice: Linking Theory to Practice - Robert Q. Berry, University of Virginia

• Elementary Teachers' Sense-Making Around Teaching Math for Social Justice in Adaptive Professional Development - Eric Siy, University of Wisconsin - Madison

• The Perpetuation and Disruption of Whiteness in Mathematics Teacher Education for Social Justice - Frances K Harper, The University of Tennessee

• Contextual Differences in Co-Construction of Knowledge With Social Justice Mathematics - Kari Kokka, University of Pittsburgh

• Investigating Prospective Mathematics Teachers' Identities in a Teaching Mathematics for Social Justice–Focused Quantitative Reasoning Course - Michael R Lolkus, Purdue University; Jill Annette Newton, Purdue University

Discussant

• Eric "Rico" Gutstein, University of Illinois at Chicago