Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice

Jordan Register, Anthony Fernandes and David Pugalee
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Jordan Register: Departments of Mathematics and Statistics and Middle, Secondary, and K-12 Education, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
Anthony Fernandes: Department of Mathematics & Statistics, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
David Pugalee: Center for Science, Technology, Engineering, and Mathematics Education, University of North Carolina at Charlotte, Charlotte, NC 28223, USA

Mathematics, 2022, vol. 10, issue 6, 1-27

Abstract: This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation.

Keywords: culturally responsive mathematics teaching (CRMT); social justice; lesson planning (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
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