This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article, we hope to share with mathematics teacher educators design principles to help plan for tasks with pre- and in-service teachers that prioritize connecting mathematics to social issues and empower both teachers and students to take action to make a positive impact in the community.
Dilemmas and Design Principles in Planning for Justice-Oriented Community-Based Mathematical Modeling Lessons
Jennifer M. Suh, Holly Tate, Maryanne Rossbach, Samara Green, Kathy Matson, Julia Aguirre, Padhu Seshaiyer, and Sam Steen
Create the Positive Change: Be a Change Agent
We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.
Teaching Is a Journey: Common Vision Leads to Collaboration
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Professional Collaboration: Virtual or F2F?
Linking Factors and Multiples to Algebraic Reasoning
George J. Roy, Jessica S. Allen, and Kelly Thacker
In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.