Your journey to becoming a social justice mathematics educator begins here.
Every journey has a beginning—a starting point—where you take a moment to set your sights on your next destination carefully. Teaching mathematics for social justice (TMSJ) means reimagining your mathematics classroom in a way that serves more children better–as a place that lifts mathematics up as a tool for students to analyze and understand the worlds around them, celebrate their unique identities and their communities, and become agents of change. For any K-12 educator who values these goals Teaching Mathematics for Social Justice, Grades: A Guide for Moving from Mindset to Action can be the start of a transformational journey.
Guiding you in planning, implementing, assessing, and showcasing social justice mathematics lessons and helping children apply their learning beyond the classroom, this book:
- Encourages self-reflection on the ‘why’ of your teaching and examines your own mindset about mathematics
- Provides a step-by-step action plan for creating equitable and socially just mathematics classrooms that focus on rich and collaborative mathematics learning
- Incorporates interactive reflection prompts, self-assessments, and activities throughout the journey
- Describes culturally responsive teaching practices to better respond to the instructional needs of the diverse individuals in your classroom
- Offers activities to identify what current events and social issues are important to children and their families
- Inspires you to remain steadfast in their journey of growth toward becoming a social justice mathematics educator
Complete with sample lessons, online resources, and practical tools, this guide will empower you to better understand the children in your classroom, leverage their strengths, and make mathematics learning relevant and useful as they use mathematics to address the issues they care about. Start your journey towards becoming a social justice mathematics educator today.
Table des matières
Introduction
Part 1: A Social Justice Mathematics Teaching Framework
Chapter 1: Teaching Mathematics for Social Justice: What Is It and Why Does It Matter?
Chapter 2: Mirrors: Understanding Yourself
Chapter 3: Windows: Understanding Your Children
Part 2: The Mathematics Experience
Chapter 4: Envisioning the Ideal Mathematical Environment for TMSJ
Chapter 5: Engaging Children in the TMSJ Classroom
Part 3: Bringing Social Justice Issues Into Your Classroom
Chapter 6: Planning a TMSJ Experience
Chapter 7: Implementing TMSJ in the Classroom
Chapter 8: Taking Action Beyond the Classroom
Part 4: Supporting and Growing Your Practice
Chapter 9: Building a Community of Collaborators
Chapter 10: Leaving Your Legacy
Epilogue
Appendix A – TMSJ Action Plan
Appendix B – Family Letter About Math Class
Appendix C – Sample TMSJ Lessons
A propos de l’auteur
John W. Staley, Ph.D., has been involved in mathematics education for over 35 years as a secondary mathematics teacher, adjunct professor, district and national leader, and consultant. During his career he has presented at state, national, and international conferences; served on many committees and task forces; facilitated workshops and professional development sessions on a variety of topics; and received the Presidential Award for Excellence in Teaching Mathematics and Science. A past president for NCSM, the mathematics education leadership organization, and past chair of the U.S. National Commission on Mathematics Instruction, he continues to serve on several advisory boards and is a co-founder of Math Milestones. He is a coauthor for Middle School (2023) and High School (2022) Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Corwin/NCTM), Catalyzing Change in High School Mathematics: Initiating Critical Conversations (NCTM), and Framework for Leadership in Mathematics Education (NCSM). John’s current passion and work focuses on projects that involve changing the narrative about who is seen as being doers, learners, and teachers of mathematics, especially for African American boys and men; student readiness for Algebra and success during the transition years; and building mathematics education leaders at all levels. Follow at X @jstaley06 to learn more about his work.
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