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“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics

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This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where…

Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction

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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…