Creating Social Justice Mathematics Lessons in Early Childhood Teacher Education Anchored in Anti-Bias Children's Literature

• In Event: Culturally Relevant and Socially Just Mathematics Learning

Abstract

This study examines early childhood preservice teachers’ experiences using anti-bias children’s literature to create mathematics lesson plans referencing the Learning for Justice (2016) social justice standards. Data analysis of lesson plans and reflective responses indicated that most preservice teachers used selected literature and tasks to make connections to Identity and Diversity standards rather than Justice and Action standards, thereby exhibiting beginning stages of mathematical consciousness (Berry et al., 2020). Furthermore, they created more segmented lessons in lieu of cohesive lessons enmeshing social justice standards, mathematical concepts, and literature selections. Recommendations are made for early childhood teacher education to offer explicit opportunities for preservice teachers to create mathematics lesson plans referencing each standard to develop their professional practice and mathematical consciousness.

Authors

• Bailey A. Kaufman, Fordham University
  Presenting Author

• Alesia Mickle Moldavan, Georgia Southern University
  Presenting Author