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: Windows: Understanding Your 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
Epilogue
Appendix A - TMSJ Action Plan
Appendix B - Family Letter About Math Class
Appendix C - Sample TMSJ Lessons