Mathematics for social justice allows students to see mathematics as an analytic tool to understand and influence issues important to them and their communities. Existing work in teaching mathematics for social justice often connects to secondary curriculum. But what about elementary mathematics? This paper describes the theoretical frames and gives an example of social justice-oriented mathematics with elementary-age students. We share the process of analyzing published K-6 mathematics curriculum as an entryway to engage in investigations that raise students’ awareness of social issues and to develop their mathematical power and sense of self as mathematics thinkers and doers.
Yeh, C., & Otis, B. M. (2019). Mathematics for Whom: Reframing and Humanizing Mathematics. Occasional Paper Series, 2019 (41). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/8