That’s Not Fair and Why: Developing Social Justice Mathematics Activists in Pre-K
Abstract
Prekindergarten mathematics can be filled with rich, complex mathematical talk that moves beyond traditional counting and cardinality. When paired with issues of fairness, mathematics becomes a social justice tool that empowers prekindergarteners to mathematically recognize and address oppression they see in their own world. We profile the critical mathematics details in two Black history-based activities in which children use mathematics to describe and confront the unfairness they notice within Rosa Parks and Harriet Tubman skits. Through these activities, children learn how to communicate and address the unfairness they see using mathematics. We also share instructional considerations and extensions for implementing these activities in the
classroom.
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