Exploring Eight Teachers’ Journeys to Facilitate Mathematical Justification to Support Their Visions of Equity

• In Event: Toward Justice: Teaching in Contentious Times

Abstract

Teachers’ beliefs and practices play important roles in advancing equitable outcomes for students. The mathematical practice of justification can support a variety of valued goals, such as students taking ownership of their mathematical understanding and cultivating positive mathematical identities. This study followed the journeys of eight high school teachers over two years as they explored implementing mathematical justification to support their visions for equity. Situated in research-practice partnerships, the teachers were co-collaborators in this inquiry. We present findings from five interviews with these teachers, conducted over the two years, in which they discussed their perceptions of justification as an equity practice and experiences leveraging justification for supporting their equity goals. Findings indicate increases in critical dispositions toward equity over time.

Authors

• Kristin Giorgio, Michigan State University

• Megan E. Staples, University of Connecticut

• Isabella Llano, University of Connecticut

• Kristen Bieda, Michigan State University