Lesson Study to Analyze the Integration of Social Justice, Mathematics, and Pedagogy (Poster 28)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Literature Review

Abstract

Mathematics Teacher Educators (MTEs) developed a lesson for elementary preservice teachers, focused on area and perimeter contextualized through the lens of United Nations displaced persons camps. Researchers analyzed the first half of the enacted lesson over two different iterations to determine integration patterns between PST engagement with mathematics, pedagogy, and social justice. Using lesson study and continuous improvement to guide the process, changes to integration patterns were analyzed. Results showed that during the first iteration, PSTs mostly engaged in mathematics and social justice, with few instances of integration between the three. During the second iteration, integration between social justice, mathematics, and pedagogy increased as MTEs revised the lesson to create more opportunities for PSTs to engage in these ideas holistically.

Authors

• Dittika Gupta, Midwestern State University

• Lara Dick, Bucknell University

• Melissa M. Soto, University of Florida

• Mollie H. Appelgate, Iowa State University