Partnering With Purpose: Collaboration Among Early Childhood (Mathematics) Educators

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Early Childhood Education and Mathematics

Abstract

Integrating math in projects, or its use as a catalyst for conversations surrounding social justice is difficult for many teachers in early childhood contexts. This qualitative case study investigates professional development specifically focused on integrating math and social justice goals in the early childhood classroom. Data sources included transcripts, children’s artifacts, and teacher documentation. Data was analyzed using an open coding where the research team looked for process codes that reflected the experiences of the teachers as they worked to strategically embed mathematics. Findings indicate that positioning children families as contributors, enhancing knowledge in mathematics and social justice knowledge simultaneously, and extending the work from a microsystem to an exosystem supported teachers to integrate mathematics and social justice goals.

Authors

• Victoria Damjanovic, Northern Arizona University

• Jennifer Ward, Kennesaw State University