Work

“Do Math That Makes a Difference”: Supporting Students to Mathematize Justice in Elementary Classrooms with Mathematical Modeling

Year: 2026

Type: article

Abstract: This study examines how justice-oriented modeling lessons promote elementary students’ capacity to mathematize complex situations, develop civic empathy, and take action to address inequities and injustices in their communities. Through qualitative methods using multiple data sources including teacher interviews, lesson transcripts, student work, and classroom artifacts we share cases of modeling tasks that use mathematics as an empowerment tool to address empathy, representation, access, fairness and taking action. Findings illustrated critical moment-to-moment instructional decisions teachers made to elicit students’ justice-oriented reasoning. The modeling tasks involved addressing food waste in the school cafeteria, creating an inclusive play area, diversifying the school library collections, and choosing items for a sensory space to positively impact students’ individual and community well-being. Implications for teachers and teacher educators will be discussed.

Source: Education Sciences

DOI: 10.3390/educsci16040527

Authors: Jennifer M. Suh, Julia M. Aguirre, Mary Alice Carlson, Erin Turner

Institutions: George Mason University, University of Washington Tacoma, Montana State University, University of Arizona

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Peace, justice, and strong institutions

Open Access status: gold

Estimated APC paid: $2,172