Integrating Culturally Sustaining Pedagogy and Evidence-Based Practices to Support Students with Learning Disabilities in a Social Justice Mathematics Lesson
- Resource Type
- Journal Articles
Reports - Descriptive
- Authors
- Wang, Peishi (ORCID 0000-0003-3192-2852); Jackson, Dia; Freeman-Green, Shaqwana; Kamuru, Jessica; Driver, Melissa
- Source
- TEACHING Exceptional Children. May-Jun 2023 55(5):360-365.
- Subject
- Culturally Relevant Education
Evidence Based Practice
Mathematics Education
Social Justice
Secondary School Teachers
Grade 7
Mathematics Instruction
Students with Disabilities
Learning Disabilities
Student Diversity
Cultural Influences
Race
Course Content
Knowledge Level
Experience
Instructional Materials
Vocabulary Development
Student Participation
Feedback (Response)
- Language
- English
- ISSN
- 0040-0599
2163-5684
This article provides a practical illustration of how culturally sustaining pedagogy (CSP) and evidence-based practices (EBPs) can be integrated into a mathematics curriculum to address social justice issues. A vignette is provided to illustrate how a secondary teacher infused social justice education in a seventh-grade mathematics lesson through the lens of CSP. The five elements of Hackman's (2005) framework of social justice education are used: (1) content mastery; (2) tools for critical analysis; (3) tools for social change; (4) tools for personal reflection; and (5) awareness of multicultural group dynamics.