Justice Through Numbers: Culturally Responsive Math Expeditions for Concept Development and Problem Solving in Upper Elementary Classrooms

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: Centering Culture, Identity, and Equity in Mathematics Learning and Teaching

Abstract

This study explores how culturally responsive-sustaining (CRS) pedagogy and school–community partnerships can transform upper elementary math instruction. Using design-based research, it examines interdisciplinary, justice-oriented math expeditions co-developed with teachers in three urban schools. Grounded in sociocultural learning theory, critical mathematics education, and Freirean praxis, the study frames math as both cognitive and civic work. Over a school year, expeditions integrated standards into contexts like land distribution, neighborhood access, and sustainability. Data sources included student work, observations, and teacher reflections. Findings show that when math is contextualized and community-rooted, students engage deeply, apply diverse strategies, and use math to interrogate fairness, advocate for change, and shift classroom discourse toward inquiry, agency, and justice.

Author

• La Toya Caton, Teachers College, Columbia University