The current political and social climate necessitates increasing pre-service teachers’ awareness of issues around social justice—including concerns around racial, economic and gender and sexuality justice. In this paper, we present observations and outcomes from the first iterations of a university-level mathematics course in which mathematical topics are introduced to pre-service teachers through studying issues around social justice. The key idea is that a social justice topic serves as the vehicle through which to further investigate a mathematical idea, going beyond just applying mathematical topics to exercises that touch on social justice themes. We present a unique opportunity to implement a nontraditional mathematics course that serves to open students’ eyes to how the power of mathematics can be used to study the world around them.
Yakes et al. (Tue,) studied this question.