Sponsor
This work was supported by National Science Foundation (2101456 and 2101463).
Published In
School Science and Mathematics
Document Type
Article
Publication Date
9-23-2025
Abstract
A mathematical task rooted in social and/or political contexts has the potential to engage students in exploring their own real-ities and learning about the realities of others while building their mathematical knowledge. While there are planning and in-structional practices recommended for these types of tasks, no single practice can fully capture the nuances and challenges thatteachers might encounter. Therefore, this study identified dilemmas encountered by a team of mathematics education research-ers while planning a mathematical task rooted in social and/or political contexts. Using qualitative analysis, the researchersidentified three planning dilemmas: (a) what social and/or political goal to establish, (b) how might students respond to the task,and (c) which language to privilege in the task. These dilemmas were connected to the core planning practices of establishingmathematical and social and/or political goals, designing a task, and anticipating student thinking.
Rights
Copyright (c) 2025 The Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1111/ssm.18395
Persistent Identifier
https://archives.pdx.edu/ds/psu/44165
Citation Details
Sugimoto, A., Han, S. B., Koestler, C., Thanheiser, E., Felton‐Koestler, M., & Robinson, M. (2025). Dilemmas Encountered While Planning Social and/or Political Elementary Mathematics Tasks. School Science and Mathematics. Portico.