Teachers’ Perception of Social Justice in Mathematics Classrooms

Abstract

The purpose of this study was to explore mathematics teachers’ perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.

Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics

“…They care about finding ways to teach mathematics to Roma children who struggle with them (as well as other children who also have troubles with this subject). This finding is consistent with previous literature highlighting the important role that teachers can play to transform learning and overcome structural inequalities [69]. As in the cases reported here, there are many teachers who really want to help Roma children, and they work hard to do so; but, sometimes good will is not enough.…”

“…Later studies confirmed Mead's findings [67,68]. This finding has been also confirmed in the field of mathematics education [69].…”

Strategies for Promoting Social Justice in the Math Classroom

“…We employed qualitative interpretive inquiry as a research approach for this study. Interpretive inquiry relies on the normative or evaluative facts of data input, process, and outcome that best justifies the entire set of practices in which that concept is used (Plunket, 2013 as cited in Panthi et al, 2018). An interpretive inquiry develops knowledge assertions from the interpretation of lived experiences of the participants focusing on strategies of social justice in the mathematics classroom.…”

“…Furthermore, it should safeguard the right to education in mother tongue, guarantee the child rights and provide free basic education. (CDC, 2007, p. 19 as cited in Panthi et al, 2018) Hence, the document shows the policy of the government to provide equal access to education for all despite gender, age, and status of one's life (Panthi & Belbase, 2017). However, there is no seriousness in the concerned authorities to improve the quality of public education in Nepal leading to further deterioration of school mathematics curricular practice in the classrooms.…”

“…This paper is a part of study on 'Social Justice in Mathematics Classroom: An Interpretive Inquiry' (Panthi, 2017). A part of this study incorporates 'Teachers' Perception of Social Justice in Mathematics Classrooms' (Panthi, Luitel, & Belbase, 2018). The aim of this paper is to explore three high school teachers' strategies in promoting social justice in their classroom.…”