Teaching Mathematics for Social Justice, Grades K-12

Kristopher J Childs, As a teacher, professor, consultant, and member of senior leadership teams, Dr. Kristopher J. Childs focuses on excellence in teacher content and pedagogical knowledge, equity, leadership development, and organizational change. His work is guided by his mantra, "Live life to the fullest; you only get one." Dr. Childs is a highly sought-after keynote speaker known for his coaching skills, storytelling, and passion. As a speaker, Dr. Childs inspires audiences to relentlessly pursue their goals and dreams. He seeks to help each find his or her passion and purpose, and his messages have been deemed "life-changing" by clients. Dr. Childs seeks to create a movement through educating, advocating, and inspiring individuals to pursue academic excellence. Due to his student-centered approach to teamwork, faculty, staff, and students recognize him as a visionary and collaborative leader. Dr. Child's approach helps both school and district teams that he consults achieve common goals and improve student academic success and students' classroom experiences. Dr. Childs is a Life Member in the Florida Agricultural and Mechanical University National Alumni Association and a Life Member in the Omega Psi Phi Fraternity, Incorporated. He Childs earned his doctorate in mathematics education from the University of Central Florida, his master of science degree in mathematics education from Nova Southeastern University, and his bachelor of science degree in computer engineering from Florida Agricultural and Mechanical University. He is co-author of Making Sense of Mathematics for Teaching Girls in Grades K - 5 and author of the article "Good Mathematics Teaching is NOT Telling, it is Facilitating." John W. Staley, Ph.D., has been involved in mathematics education for over 35 years as a secondary mathematics teacher, adjunct professor, district and national leader, and consultant. During his career he has presented at state, national, and international conferences; served on many committees and task forces; facilitated workshops and professional development sessions on a variety of topics; and received the Presidential Award for Excellence in Teaching Mathematics and Science. A past president for NCSM, the mathematics education leadership organization, and past chair of the U.S. National Commission on Mathematics Instruction, he continues to serve on several advisory boards and is a co-founder of Math Milestones. He is a coauthor for Middle School (2023) and High School (2022) Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Corwin/NCTM), Catalyzing Change in High School Mathematics: Initiating Critical Conversations (NCTM), and Framework for Leadership in Mathematics Education (NCSM). John's current passion and work focuses on projects that involve changing the narrative about who is seen as being doers, learners, and teachers of mathematics, especially for African American boys and men; student readiness for Algebra and success during the transition years; and building mathematics education leaders at all levels. Follow at X @jstaley06 to learn more about his work.

Introduction Part 1: A Social Justice Mathematics Teaching Framework Chapter 1: Teaching Mathematics for Social Justice: What Is It and Why Does It Matter? Chapter 2: Mirrors: Understanding Yourself Chapter 3: Who Are My Children? Part 2: The Mathematics Experience Chapter 4: Envisioning the Ideal Mathematical Environment for TMSJ Chapter 5: Engaging Children in the TMSJ Classroom Part 3: Bringing Social Justice Issues Into Your Classroom Chapter 6: Planning a TMSJ Experience Chapter 7: Implementing TMSJ in the Classroom Chapter 8: Taking Action Beyond the Classroom Part 4: Supporting and Growing Your Practice Chapter 9: Building a Community of Collaborators Chapter 10 Leaving Your Legacy Appendix A - TMSJ Action Plan Appendix B - Family Letter Appendix C - Lessons

This book is for any educator, parent, and activist who understands that education is not neutral, for any citizen of this world who believes that a quality education allows its recipients to understand, thrive, and transform their world. An education thusly positioned changes lives and benefits humanity. -- Lisa Williams * Baltimore, MD * Teaching Mathematics for Social Justice, Grades K-12: A Guide for Moving From Mindset to Action is a thoughtfully designed guide that helps math educators know their children, use practices to highlight their strengths, and ensure the math they teach is relevant. This book will assist you in designing experiences for children to learn mathematics skills and concepts and use them to make the world a better and more just place! Begin your journey as a culturally relevant educator by taking this guide and using it to reimagine your math classroom. -- Georgina Rivera * West Hartford, CT * In a climate where equity and diversity efforts are under attack, Childs and Staley courageously advocate for teaching mathematics for social justice. Their framework centers children, incorporates standards-based mathematics instruction as well as culturally relevant and responsive teaching, and has equity as its foundation. This book is a must read for K-12 teachers who want to engage in continuous improvement of their instructional practices. -- Kyndall Brown * Los Angeles, CA * Teaching Mathematics for Social Justice, Grades K-12: A Guide for Moving From Mindset to Action is a book that helps educators develop a framework for teaching mathematics with a focus on social justice. Each chapter of the book includes a "Reflect and Action" box, which guides readers to think critically throughout their journey toward teaching mathematics for social justice. Overall, this book is a useful resource for those who are committed to promoting social justice in their mathematics teaching practices. -- Robert Q. Berry III * Tucson, AZ * Enhance your justice journey with this excellent resource. Offering accessible and actionable guidance to effectively integrate a Teaching Math for Social Justice approach in K-12 classrooms, this book includes practical tools and tasks to plan, enact, and reflect on instruction that centers children, cultivates joy, and sparks action to make a positive difference in our world with mathematics. -- Julia Aguirre * Renton, WA * Childs and Staley have created a practical and powerful resource for teachers who are looking to design inclusive classrooms and working to ensure that ALL students have access to rigorous and important mathematics instruction. This will be a valuable resource that I will undoubtedly return to for guidance and support as I continue to engage in this work. -- Zak Champagne * Jacksonville, FL * Teaching Mathematics for Social Justice, Grades 6-12: A Guide for Moving From Mindset to Action offers a transformative framework for educators to cultivate equity in the classroom. From understanding personal biases to engaging communities, this guide provides practical strategies to empower teachers and students alike, making it a must-read for anyone committed to social justice in education. -- Pamela Seda * Atlanta, GA * Childs and Staley have developed an engaging and easy-to-read practitioner's blueprint for teaching mathematics for social justice by providing entry points for everyone, no matter the level in which they already engage. Thoughtfully planned examples, reflections, and next steps create for a practical learning experience for educators. -- Crystal M. Watson * Cincinnati, OH *