Girls’ Perception of Social Justice in Mathematics Classroom
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Department of Mathematics Education
Abstract
This study focused on “Girls‟ Perception of Social Justice in Mathematics
Classroom”. The objectives of this study were to explore the girls‟ perception of
social justice, to find out the challenges faced by the teachers to maintain social
justice and to find out the strategies for reducing the challenges of maintaining social
justice in mathematics classroom. In dealing with such objectives, I applied
interpretive qualitative research design and ethnography approach to explore the
multiple realities through the methods of open-ended interview, observation and as a
research tools. Five girl students were selected from the Central Department of
Education, Department of Mathematics Education Kirtipur , Kathmandu through
purposive sampling. Three mathematics teachers and two Math educators were also
selected as a sample of this study. The data analysis went through multiple layers of
thematic analysis and interpretations of narratives from interview data. The collected
data were analyzed with the help of theories and related literatures.
I found that girls understand social justice in mathematics classroom as equity,
equality, fairness, social process and caring marginal students. Teachers seemed to
provide equal opportunities and access to their students to socially just classroom. The
challenges for creating socially just classroom include: diverse students, gender gap,
cultural differences, insufficient teaching materials, student absenteeism, different
interests of students and marginal students. Thus, the teachers need to apply different
strategies such as counseling, group work, linking mathematics on daily life,
enjoyment, demonstration and encouragement for reducing the challenges to maintain
social justice in mathematics classroom. Such strategies are likely to give new and
practical ways to understand the issues of social justice in mathematics classroom.
Also make the mathematics classroom more inclusive and justifiable.