Crossing the great divide: Teacher candidates, mathematics, and social justice

With social justice becoming a hallmark of educational practice, teachers are encouraged to weave social justice into teaching. We used curricular materials to help strengthen teacher-candidates abilities to incorporate social justice into mathematics while helping expand their understanding of social justice practices and mathematics teaching. Teacher-candidates were asked to present mathematics lessons that incorporated social justice. Findings reveal a lack of firm understanding of both mathematics and social justice practices that impedes their ability to incorporate social justice into mathematics curriculum. Suggestions for applied research about social justice in mathematics education is discussed.

► Social justice is confused with multiculturalism when integrated into math pedagogy. ► New teachers are overwhelmed with content, pedagogy, & social justice expectations. ► Neither stand-alone or integrated social justice courses is sufficient; both are required.