Secondary Mathematics Teachers' Lesson Planning With Social Justice-Oriented Digital Materials: A Case Study

• In Event: Transforming Mathematics Teaching: The Role of Positionality, Textbooks, and Digital Resources

Abstract

As culturally responsive frameworks and anti-bias resources become more commonplace, mathematics teachers are increasingly seeking equity-centered content (e.g., social justice mathematics) from the internet as they plan their lessons. However, to date, there has been little investigation into teachers’ process for selecting which materials to use from online spaces and even less about how they use these materials to plan for social justice mathematics (SJM) lessons. My goal is to present findings from a case study to provide insight into one secondary mathematics teacher’s process of planning a SJM lesson centered around dominant, critical, and affective pedagogical goals. Lastly, I will discuss the implications of the findings and provide recommendations for researchers and mathematics teacher educators.

Author

• Anita Sundrani, Northwestern University