Teaching Mathematics for Social Justice: Empowering Students of Color in Mathematics Education (Poster 12)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Qualitative Methodologies and Social Justice in Education

Abstract

This research explores teaching mathematics for social justice as a transformative pedagogy for empowering students of color in mathematics education. By challenging discriminatory practices and systemic inequities, this approach connects mathematics to students' lived realities, fostering a sense of agency and promoting inclusive classrooms. Through auto-criticism and action research, the study examined the impact of teaching mathematics for social justice on pedagogical beliefs and classroom dynamics. Findings indicate a redefinition of pedagogy and the emergence of a community of social justice mathematicians. The implications highlight the importance of equity-focused teacher preparation and research for a more just educational landscape.

Author

• Krystal Giles, Denver Public Schools