Affiliation:
1. San Francisco State University, USA
2. Kennesaw State University, USA
3. Ohio University, USA
4. Michigan State University, USA
Abstract
Early childhood mathematics instruction is child-centered and play-based, supporting children to learn foundational mathematical concepts like counting, quantity, and pattern through hands-on experiences. Recent work in ethnic studies and social justice shows that young children are keenly aware of their own identities, empathic, and ready to take action in the world in age-appropriate ways. How might this research inform our understanding of mathematics instruction in early childhood inclusion spaces? Mathematics for social justice is a way to support identity development and mathematics learning, while challenging the medical models of mathematics that dominate special education discourses. In this chapter, the authors introduce principles for social justice mathematics for early childhood. They build on Learning for Justice's social justice standards and illustrate them through a classroom vignette. They conclude with advice to educators about engaging with social justice mathematics through attention to context, content, and the “who, when, and how” of social justice mathematics lessons.