An Action Framework for Social Justice Mathematics Teacher Development: One Emerging Mathematics Teacher Leader’s Journey

• In Event: Social Justice and Mathematics Education

Abstract

Research on Social Justice Mathematics (SJM), teaching mathematics for social justice, and critical mathematics, have focused on preservice teacher candidates (e.g., Felton-Koestler, 2017), inservice teachers’ engagement with professional development initiatives (e.g., Bartell, 2013), inservice teachers’ own use of SJM (e.g., Author, 2019, 2020; Gregson, 2013), and teacher-researchers’ self-study with SJM (e.g., Brantlinger, 2013; Gutstein, 2006). However, research is needed to investigate mathematics teacher leaders’ work with SJM. This qualitative case study focuses on one emerging mathematics teacher leader, Mr. Miller’s, engagement with an SJM initiative over two years. Using Rodriguez’s (1998) sociotransformative constructivism, this paper investigates Mr. Miller’s ideological and pedagogical development throughout his partnership with the SJM initiative and offers an Action Framework for Social Justice Mathematics Teacher Development.

Author

• Kari Kokka, University of Nevada - Las Vegas