Author ORCID Identifier

https://orcid.org/0000-0003-4973-2694

Semester

Spring

Date of Graduation

2024

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Learning Sciences and Human Development

Committee Chair

Amy Kennedy Root

Committee Member

Matthew Campbell

Committee Member

Gabrielle Kline

Committee Member

Jennifer K. Jackson

Abstract

While some might say that mathematics is neutral, free from political and social bias, social justice concerns can be found in the day-to-day actions of teachers in mathematics classrooms. Teaching mathematics for social justice requires teachers to gain knowledge of the world and systems of oppression as well as current efforts to both address systemic issues as well as the fight for those in power to maintain their cultural capital. Mathematics teachers also need to learn the pedagogical practices that support social justice in education and the specific ways in which mathematics content can be used as a tool to fight for social justice. This study aimed to explore early career, secondary mathematics teachers’ liberatory consciousness, describe teachers’ understanding of social justice and its role in their teaching, and identify influences on teachers’ changes in their teaching practices. Data were gathered from 13 teachers’ responses to a qualitative survey. Results indicated that liberatory consciousness varied across teachers. Teachers also saw the role of social justice span from not coming up often to critical for their students. The common influences and barriers to changes the teachers had made and desired to make in their classrooms provided highlighted areas to be addressed before teachers could make further changes to address social justice in their mathematics classrooms. The implications of this study include the importance of providing professional learning opportunities designed for mathematics teachers to address teaching with and for social justice in their discipline.

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