Culturally Responsive Mathematics Teaching Through Justice-Focused Modeling: A First-Grade Case Study

• In Event: Social Justice and Mathematics Education

Abstract

This study examines how a first-grade teacher promoted empathy and equity through a justice-oriented mathematical modeling unit about racial and cultural diversity in children’s books. We use a culturally responsive mathematics teaching framework to analyze the teaching and learning that took place. Through intentional planning, the teacher provided time and space for young students to make sense of the complex issue of representation of race, making connections to students' cultural experiences and identities, broadening mathematical access, distributing intellectual authority and addressing inequitable power dynamics in the classroom. This study showcases that young children are able to connect to issues of fairness, feel empathy, and see themselves as critical change agents empowered to take action using mathematics.

Authors

• Jennifer M. Suh, George Mason University

• Erin Turner, University of Arizona

• Julia M. Aguirre, University of Washington - Tacoma

• Holly Tate, George Mason University

• Mary A. Carlson, Montana State University