Teaching mathematics from the lens of social justice in a Pakistani classroom

Abstract

In our educational institution, despite significant progress in educational achievements, there is a prevalent issue of mathematics lessons focusing on rote memorization and superficial understanding, leading to learner dissatisfaction. This study presents a research project conducted by a group of five individuals, including myself as a teacher researcher and four other teachers. The project aimed to address this issue by employing a participatory action research approach. Through innovative planning, teaching, and evaluation methods, the research group successfully demonstrated how making mathematics more relevant and meaningful can increase student engagement and agency. The collaborative nature of the group fostered self-awareness among the teacher researchers regarding social justice issues within their mathematics classrooms. The research project highlighted the potential of mathematics as a powerful tool for developing students’ understanding of social justice issues and establishing meaningful connections between these issues and mathematical concepts. Importantly, the project emphasized the significance of student agency, showcasing how collaborative and problem-solving approaches to teaching, coupled with student autonomy in selecting issues to explore and mathematical procedures to apply, can contribute to the development of student agency.