Integrating social justice with mathematics and science: An analysis of student teacher lessons
Equal education, Mathematics education, Pedagogy, Science education, Social influences, Social justice, Socioeconomic influences
Teaching and Teacher Education
Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented lessons applied four pedagogical approaches to integration (data collection followed by graphing analysis; discussion of text/video; modeling; library/internet investigation) and addressed three major social justice themes (diversity, system disparities in human communities, and in stewardship of earth). Deeper content knowledge, faculty lesson modeling/reflection and practice delivering lessons are recommended. © 2008 Elsevier Ltd. All rights reserved.
Department of Curriculum and Instruction
Original Publication Date
DOI of published version
Garii, Barbara and Rule, Audrey C., "Integrating social justice with mathematics and science: An analysis of student teacher lessons" (2009). Faculty Publications. 2274.