Toward a Restorative Math Pedagogy: Analyzing the Intersections of CGI Math and Restorative Justice

• In Event: Elementary Mathematics Teaching That Is Responsive to Student Learning, Emotions, and Culture

Abstract

This paper brings together two frameworks that aim to rehumanize the classroom and mathematics instruction, Restorative Justice (RJ) and Cognitively Guided Instruction in Mathematics (CGI). Ideological overlays between the frameworks are identified by viewing hallmark practices, Community Circles in RJ and Choral Counting in CGI, through the lens of the interconnected components of Restorative Justice in Education (RJE): a.) people are worthy and relational, b.) nurture healthy relationships, c.) repair harm and transform conflict, and d.) create just and equitable learning environments (Vaandering & Evans, 2016). The analysis suggests that CGI must begin to consider reparation of historical and structural harm that has been levied on students from marginalized communities as it moves toward a more transformative, anti-racist/anti-bias agenda.

Authors

• Shanté Stuart McQueen, Portland State University

• Juliet Lee, Westfield State University