Lesson Study Facilitators' and Teachers’ Role in Co-Designing and Enacting Justice-Oriented Community-Based Mathematical Modeling Tasks (Poster 7)

• In Event: Lesson Study Transforms Education and Optimizes Learning

Abstract

In collaborating with teachers to codesign social justice oriented tasks, we recognized the importance of introspective critical reflective analysis. Our work (Suh et al., in press) revealed how demanding and ambitious teaching for social justice is and how it requires teachers and MTEs to engage in critical reflective analysis related to “identifying, understanding, and confronting the interlocking systems of privilege and oppression” in our society (Herbel- Eisenmann et al., 2013, p. 7).

Authors

• Jennifer M. Suh, George Mason University

• Holly Tate, George Mason University

• Kate Roscioli, George Mason University