Purpose Mathematics education in the Philippines faces persistent challenges, particularly in international assessments where Filipino students underperform. Traditional teaching methods that prioritize rote memorization over conceptual understanding tend to reinforce educational inequities, placing marginalized students at a greater disadvantage. This study aims to explore how mathematics teachers at a university in Eastern Visayas, Philippines, integrate social justice principles into their instructional practices. Design/methodology/approach Using a qualitative case study approach, the research used purposive sampling to select participants across different educational levels. Data were gathered through semi-structured interviews and focus group discussions and analyzed using Braun and Clarke’s Thematic Analysis Model. Findings Findings reveal that while teachers have limited formal knowledge of social justice in mathematics education, their teaching practices align with key principles. Identified themes include equitable access through differentiated instruction, student empowerment through engagement, the use of culturally relevant materials, supportive classroom environments and the promotion of critical thinking. Research limitations/implications This study highlights the need for professional development programs to deepen teachers’ understanding of social justice and its integration into mathematics education. Limitations include the study’s focus on a single institution, warranting further research across diverse educational contexts. Practical implications The findings have significant practical implications for curriculum development, teacher training and policymaking, fostering more equitable and inclusive mathematics education. Originality/value By bridging theory and practice, this research contributes to the growing discourse on mathematics education as a tool for social transformation.
Mocorro et al. (Mon,) studied this question.