How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom

Caroline Hilton; Joel Kelly; Pete Wright

How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom

Caroline Hilton
, Joel Kelly
, Pete Wright

Education Community Social Work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

95 Downloads (Pure)

Abstract

The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more ‘reluctant’ mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation.

Original language	English
Title of host publication	Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
Editors	Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Place of Publication	Budapest
Publisher	Alfréd Rényi Institute of Mathematics
Pages	4566-4573
Number of pages	8
ISBN (Electronic)	9789637031045
Publication status	Published - Jul 2023
Event	13th Congress of the European Society for Research in Mathematics Education - Budapest , Hungary Duration: 10 Jul 2023 → 14 Jul 2023 Conference number: 13 https://cerme13.renyi.hu/

Conference

Conference	13th Congress of the European Society for Research in Mathematics Education
Abbreviated title	CERME
Country/Territory	Hungary
City	Budapest
Period	10/07/23 → 14/07/23
Internet address	https://cerme13.renyi.hu/

Keywords

Inclusion
mathematics
participation
problem-solving
social justice

Access to Document

Final published versionFinal published version, 448 KBLicence: No Licence / Unknown

https://hal.science/CERME13/hal-04409310v1

Cite this

Hilton, C., Kelly, J., & Wright, P. (2023). How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 4566-4573). Alfréd Rényi Institute of Mathematics. https://hal.science/CERME13/hal-04409310v1

Hilton, Caroline ; Kelly, Joel ; Wright, Pete. / How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). editor / Paul Drijvers ; Csaba Csapodi ; Hanna Palmér ; Katalin Gosztonyi ; Eszter Kónya. Budapest : Alfréd Rényi Institute of Mathematics, 2023. pp. 4566-4573

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title = "How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom",

abstract = "The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more {\textquoteleft}reluctant{\textquoteright} mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation.",

keywords = "Inclusion, mathematics, participation, problem-solving, social justice",

author = "Caroline Hilton and Joel Kelly and Pete Wright",

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language = "English",

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editor = "Paul Drijvers and Csaba Csapodi and Hanna Palm{\'e}r and Katalin Gosztonyi and Eszter K{\'o}nya",

booktitle = "Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)",

publisher = "Alfr{\'e}d R{\'e}nyi Institute of Mathematics",

note = "13th Congress of the European Society for Research in Mathematics Education, CERME ; Conference date: 10-07-2023 Through 14-07-2023",

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}

Hilton, C, Kelly, J & Wright, P 2023, How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. in P Drijvers, C Csapodi, H Palmér, K Gosztonyi & E Kónya (eds), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics, Budapest, pp. 4566-4573, 13th Congress of the European Society for Research in Mathematics Education, Budapest , Hungary, 10/07/23. <https://hal.science/CERME13/hal-04409310v1>

How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. / Hilton, Caroline; Kelly, Joel; Wright, Pete.
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). ed. / Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya. Budapest: Alfréd Rényi Institute of Mathematics, 2023. p. 4566-4573.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AU - Kelly, Joel

AU - Wright, Pete

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N2 - The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more ‘reluctant’ mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation.

AB - The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more ‘reluctant’ mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation.

KW - Inclusion

KW - mathematics

KW - participation

KW - problem-solving

KW - social justice

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BT - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)

A2 - Drijvers, Paul

A2 - Csapodi, Csaba

A2 - Palmér, Hanna

A2 - Gosztonyi, Katalin

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PB - Alfréd Rényi Institute of Mathematics

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T2 - 13th Congress of the European Society for Research in Mathematics Education

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Hilton C, Kelly J, Wright P. How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. In Drijvers P, Csapodi C, Palmér H, Gosztonyi K, Kónya E, editors, Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Budapest: Alfréd Rényi Institute of Mathematics. 2023. p. 4566-4573

How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom

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Keywords

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The development of socio-mathematical agency

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