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Experiences of Secondary Teachers Implementing Social Justice Mathematics

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


This study explored the experiences, pedagogical shifts, and changes in thinking of secondary mathematics teachers when implementing social justice or critical mathematics (SJM). Through a series of professional learning community gatherings, interviews, and observations, this qualitative study aimed to understand the struggles, challenges, and successes that teachers experience, as well as gain a deeper understanding of their own responses as educators to incorporating SJM into their secondary classrooms, whether through smaller projects, longer term units, or individual lessons. Initial findings from the study indicated the following about the implementation of SJM: teachers experience emotions which impact teaching and learning, and that this pedagogy is one that has potential for increasing student engagement and community in mathematics.