Work

“I Always Thought Math Was Just Numbers”: Developing Mathematics Teaching Through Integration of Multicultural Children’s Literature and Social Justice

Year: 2025

Type: article

Abstract: This qualitative study examines how teacher candidates in one mathematics methods course negotiated curriculum integration of mathematics with social justice through the use of multicultural children’s literature. Drawing on multiple sources of data including teacher candidate selection process of the literature, lesson plans artifacts, and reflection essays, this study explores how teacher candidates balanced competing learning goals when developing an integrated unit. The findings from this study reveal that while this process of planning was challenging for many teacher candidates, the results show that when mathematics is grounded in a culturally relevant context, students are more engaged and are able to connect mathematical learning to real-world and useful meaningful applications in their lived experiences. Additionally, teacher candidates were able to develop a broader conception of mathematics teaching, underscoring the value that a focus on social justice can have not just on student learning but on teacher professional development.

Source: Education Sciences

DOI: 10.3390/educsci15091097

Author: Rosa D. Chávez

Institution: California State University, Fresno

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,172