RUME 25
2023
Omaha, Nebraska
Connections Pre-Service Teachers Make between Social Justice and Mathematics
Page: 1125
This study explored pre-service teachers’ (PSTs’) initial experience connecting mathematics and social justice. This work is part of an on-going action research project on improving mathematics PSTs’ experiences in their methods courses, specifically focusing on culturally responsive mathematics teaching. Research stresses the need to prepare teachers who can teach a diverse student body, are mindful of differences in student backgrounds and, are cognizant of their own biases (Mark & Id-Deen, 2020; Brown et al., 2019; Gallard, Mensah, & Pitts, 2014; Johnson & Atwater, 2014; Lemons-Smith, 2013; Leonard, 2008; Lewis, Pitt, & Collins, 2002). PSTs developed lesson plans balancing both mathematics and social justice goals. Lesson plans were analyzed to find initial connections PSTs made between mathematics and social justice.