The Impact of Prohibitive Legislation on Elementary Social Justice Mathematics Lesson Plans (Poster 19)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Mathematics Education Poster Session

Abstract

Legislation restricting content can disrupt the valuable potential of elementary social justice mathematics lessons (SJMLs). Analysis of published SJMLs, based on policies in Tennessee and Florida, indicated that content that could be (mis)interpreted as violating content restrictions is crucial in supporting student learning about both mathematics and social justice in the lessons. The prohibited concepts found most likely to be (mis)identified in the SJMLs include gender and sexuality (banned in Florida), as well as the nebulous notions of inherent privilege/bias, student distress, and the promotion of resentment or division (banned in Tennessee). Furthermore, there is variation in how teachers can introduce prohibited concepts into the lesson, including open-ended questions, guided inquiry, and providing information.

Authors

• Bailey A. Kaufman, Fordham University

• Meghan Riling, Vanderbilt University

• Ashley Nephew, Vanderbilt University

• Nicholas McCoy, Vanderbilt University