Integrating Asian American Counterstories in Mathematics: A Task Design Framework for Enhancing Social Justice

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Abstract

This study explores integrating Asian American counterstories into math tasks to enhance social justice and challenge racial biases in education. Grounded in Critical Race Theory (CRT) and Asian Critical Theory (AsianCrit), we collected Asian Americans’ counterstories, created a prototype math task using the coutnerstories, and developed a framework that transforms a counterstory of racial stereotyping into a math task. Our pilot testing revealed the task’s potential to support constructivist learning and raise social justice awareness but also highlighted concerns about reinforcing stereotypes. The revised task offers a broader diversity analysis and improved discussions, emphasizing culturally relevant pedagogy and high cognitive demand. Future research should assess its impact on student learning and social awareness.

Authors

• Jiyeong Joann Yi, Iowa State University

• Ji-Won Son, University at Buffalo - SUNY