TITLE:  Social Justice and Ethnic Studies Pedagogy in Middle School Math

ABSTRACT: This study examines teaching math through ethnic studies and social justice lenses to improve teacher effectiveness. Autoethnography was used as the research methodology. Before the research period started, the researcher read about social justice math pedagogy and ethnic studies math pedagogy and made a teaching plan based on those pedagogies to implement in her classroom. Over the course of six weeks, the researcher implemented elements of social justice and ethnic studies math pedagogies in her 7^th grade classroom and wrote daily journals reflecting on the lessons. After the six-week period, she analyzed the journals, lesson plans, and classroom environment for the planned elements. She also identified other themes that were related to teacher effectiveness and the implementation of the plan. Data analysis led to the conclusion that she was successful at achieving the goal of exposing students to dominant math, partially successful at providing a supportive environment, and not successful at providing an opportunity for students to use their math skills for community change. This study has implications for educational equity in mathematics because it offers a model for other teachers who want to try implementing social justice and math pedagogies in their classrooms, as well as a model for reflective practices in teaching. ​

COMPLETED:  December 2025