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Practicing Secondary Mathematics Teachers’ Understanding And Challenges Of Teaching For Social Justice
Date of Award
Dissertation-ISU Access Only
Doctor of Education (EdD)
School of Teaching and Learning
Allison Antink Meyer
The purpose of this study was to explore practicing mathematics teachers’ understanding and use of teaching for social justice and to see what influences contribute to their understanding and use of teaching for social justice. To aid in data collection, the Practices in Teaching for Social Justice Survey was developed. In this qualitative study, 37 secondary math teachers completed the Practices in Teaching for Social Justice Survey online, which consisted of both open- and closed-ended questions. A subset of six also participated in follow-up interviews. Participants taught at various types of high schools across Illinois. Major findings of the study included that teachers can understand differences in definitions of teaching for social justice, most often teach with social justice in their classrooms, and are unsure of what it means to teach for social justice. Teachers are influenced by their beliefs about learning mathematics and social issues when implementing any form of teaching for social justice and rank time for preparation and need for professional development as major challenges.
Graziano, Victoria, "Practicing Secondary Mathematics Teachers’ Understanding And Challenges Of Teaching For Social Justice" (2017). Theses and Dissertations. 789.
Imported from ProQuest GRAZIANO_ilstu_0092E_11065.pdf