PME-NA

Integrating Social Justice into Early Math: Preservice Teachers' Perspectives in a US-Mexico Boardland Community

• In Event: Math and Social Justice

Description

This study explores the perspectives of early childhood preservice teachers on integrating social justice into mathematics education within a U.S.-Mexico borderland community. Data collected from assignments, discussions, and reflections revealed three themes: 1) Social justice as a tool for inclusion, 2) Social justice as a foundation for teaching, and 3) Perceived challenges in integration. Findings underscore the value of contextualizing math to address social issues, fostering inclusivity and engagement. However, participants also noted challenges in aligning social justice themes with curriculum standards and traditional perceptions of math as neutral. These results highlight the need for teacher preparation programs to provide structured support, addressing the complexities of integrating social justice into math instruction to promote equitable learning environments in marginalized communities. Guided by critical pedagogy, this study emphasizes the transformative potential of mathematics as a tool for equity and social change.

Authors

• MARIANA ALVIDREZ, New Mexico State University

• Leanna Lucero, New Mexico State University

• Angela Owens, New Mexico State University