Teaching and Learning Mathematics for Social Justice in an Urban, Latino School

TLDR

Social justice pedagogy expands equity work in math classrooms, potentially fostering a more just society. The study examines two years of teaching mathematics for social justice in an urban Latino classroom and the role of an NCTM Standards‑based curriculum. The researcher served as the classroom teacher, guiding the same cohort from seventh to eighth grade. Qualitative research showed that students used mathematics to analyze justice issues, gaining mathematical power and changing their attitudes, with real‑world projects proving crucial and the Standards‑based curriculum helping, though specific conditions are required for equity.

Abstract

This article reports on a 2-year study about teaching and learning mathematics for social justice in an urban, Latino classroom and about the role of an NCTM Standardsbased curriculum. I was the teacher in the study and moved with the class from seventh to eighth grade. Using qualitative, practitioner-research methodology, I learned that students began to read the world (understand complex issues involving justice and equity) using mathematics, to develop mathematical power, and to change their orientation toward mathematics. A series of real-world projects was fundamental to this change, but the Standards-based curriculum was also important; such curricula can theoretically promote equity, but certain conditions may need to exist. Social justice pedagogy broadens the concept of equity work in mathematics classrooms and may help promote a more just society.