Designing and Implementing Math Tasks for Justice: A Bidirectional Framework for Rigor and Belonging

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Exploring issues of justice and identity in the mathematics classroom

Abstract

This paper introduces a classroom-tested framework for designing mathematics tasks that integrate rigorous content with justice-oriented inquiry. While much prior research emphasizes mathematizing the world, starting with sociopolitical contexts and applying mathematical concepts, our bidirectional framework supports starting from either context or mathematical content. Developed through design-based research in K–16 classrooms, it includes nine instructional practices, including two new ones: (1) positioning students as contributors and change agents and (2) disrupting dominant linguistic and cultural norms. Through tasks such as the Name, Age, and Belonging Tasks, we demonstrate how students engage in identity work, critical reasoning, and community building. This work supports educators aiming to make math class a space for visibility, voice, and justice.

Authors

• Eva Thanheiser, Portland State University

• Amanda T. Sugimoto, Portland State University

• Courtney Koestler, Ohio University

• Mathew Felton-Koestler, Ohio University

• Simon Byeonguk Han, Portland State University

• Molly Robinson, Portland State University