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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.
Notes
1. No Child Left Behind definition of highly qualified teachers: To be deemed highly qualified, teachers must have (1) a bachelor's degree, (2) full state certification or licensure, and (3) prove that they know each subject they teach.
