Increasing Teacher Commitment to Justice-Centered Mathematics through Maker-Enhanced Social Justice Activities
Abstract: This study explores teachers’ evolving beliefs about integrating making and social justice into mathematics instruction following their participation in five justice-centered mathematical making activities embedded within an instructional technology course. This qualitative study will review data collected from participants, including teacher-prepared social justice lessons and teachers’ self-reflections on their experiences in the course. Analysis of the data will show how teacher thinking progressed after experiencing justice-centered mathematical making lessons that combine social justice with paper, 3D printing, coding, robotics, and Arduino. The results from this study have implications for informing future professional learning and curriculum design, in addition to promoting civic engagement and social justice within the mathematics classroom.