Practitioner Perspective

Teaching for social justice in middle grades mathematics: Lessons from a field instructor/preservice teacher partnership

Authors

• • Kelsey L Benson
  • University of Georgia
• • Ashley Conlon
  • Northbrook Middle School

Abstract

This paper discusses the implementation of social justice lessons in middle grades mathematics by a preservice teacher enrolled in a social justice-oriented teacher education program during her practicum placements in 7^th and 8^th grade classrooms in a rural county in the southeastern United States. We begin with an overview of relevant literature on the importance of teaching for social justice in mathematics, particularly with/for young adolescents. Next we describe the social justice Math lessons Ashley designed and taught. We conclude with implications for both teachers and teacher education programs undertaking justice-oriented work in divisive and hostile political contexts.

Keywords: social justice, middle grades mathematics, preservice teachers, teacher education

How to Cite: Benson, K. L. & Conlon, A. (2023) “Teaching for social justice in middle grades mathematics: Lessons from a field instructor/preservice teacher partnership”, Middle Grades Review. 9(3). doi: https://doi.org/10.70793/mgr.200