Abstract
Some mathematics educators assert that P-12 students respond better to mathematics when it is taught for cultural relevance and social justice. Providing teachers with examples of how to use culturally relevant pedagogy and social justice pedagogy (SJP) is critical to enacting these strategies in mathematics classrooms. The results of this teacher–research study reveal that teacher candidates (TCs) had greater understanding about how to teach for social justice after taking a mathematics education course that used literature circles to learn about and understand SJP. Moreover, TCs successfully incorporated three social justice principles into microteaching episodes. The authors also found that TCs’ beliefs regarding teaching for social justice were malleable. However, additional studies are warranted to determine if activities like the ones described in this study actually lead to changes in classroom practice.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
