Thumbnail Image
Item

Master's Thesis: Integrating Social Justice into Mathematics Curriculum

White, Marcia
Citations
Altmetric:
Contributor
Photographer
Author
White, Marcia
Artist
Editor
Advisor
Keywords
Social justice—Study and teaching—United States, Mathematics—Study and teaching—Social aspects—United States, Critical pedagogy, Culturally relevant pedagogy, Education—Curricula—United States
Local ID
Collections
Educational Studies Documents
Show all metadata
Files
Thumbnail Image
Marcia White Final Draft.pdf
Adobe PDF, 2.13 MB
URI
https://hdl.handle.net/10267/36834
Abstract
This thesis explores how mathematics education can be transformed through a social justice lens to empower students as critical thinkers and agents of change. Marcia White argues that mathematics is not neutral but inherently political, capable of reinforcing or dismantling systems of oppression. Drawing on the work of Freire, Gutstein, and Ladson-Billings, she outlines a theoretical framework for Teaching Mathematics for Social Justice (TMSJ) and presents a five-lesson Algebra I unit focused on minimum wage and housing affordability in Memphis. The curriculum integrates mathematical modeling, real-world data analysis, and artistic expression to help students connect math to their lived experiences and advocate for economic justice. The study emphasizes the importance of culturally relevant pedagogy and student agency in fostering both mathematical literacy and civic engagement.
Description