Unpacking Social Justice Teaching: A Study on Social Justice Teaching in Middle School Math Classrooms

• In Event: Advancing Equity in Mathematics Education: Innovative Approaches for Diverse Learners

Abstract

California is the first state to adopt a mathematics framework explicitly calling for social justice teaching (SJT) in classroom instruction. This study employs qualitative methods to investigate middle school math teachers' understanding of SJT and how they conceptualize and integrate the California Mathematics Framework guidelines for teaching toward social justice in the Los Angeles Unified School District. As the first study to investigate teachers’ understanding and implementation of the framework, insights from this investigation contribute to the body of research informing policymakers interested in incorporating SJT into other educational policies.

Author

• Cierra McLaurin, University of California - Los Angeles