Supporting Civic Learning in the Mathematics Classroom: Examples and Reflections from Teacher Inquiry

This paper shares results from a social design-based experiment in which four secondary mathematics teachers pursued the design question, How can mathematics teachers design for civic learning in mathematics classrooms? Following one design cycle, we asked the empirical question, What activities did civic mathematics teaching entail? Mirra & Garcia’s (2023) conceptualization of just civic worldbuilding framed our analysis of teaching artifacts, fieldnotes, journal entries, meetings and interviews. Findings describe five activities of mathematics teaching for just civic worlds. Examples and reflections illuminate the efforts such work may demand and the possibilities it may afford.