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Article

Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans

by
Queshonda J. Kudaisi
* and
Karisma Morton
Department of Teacher Education and Administration, University of North Texas, Denton, TX 76205, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(10), 1313; https://doi.org/10.3390/educsci15101313
Submission received: 1 February 2025 / Revised: 22 September 2025 / Accepted: 1 October 2025 / Published: 3 October 2025
(This article belongs to the Special Issue Justice-Centered Mathematics Teaching)

Abstract

We build on previous studies that explore the challenges faced by current and future teachers as they learn to teach mathematics for social justice by focusing on a precursor to teaching lessons, that is, the process of lesson design. Specifically, in this study we investigate the challenges that current and future teachers identify in their design of lessons and how they navigate those challenges. Using deductive analysis, we examine the written reflections of 11 current and future teachers enrolled in a secondary mathematics methods course in the spring of 2021. Findings indicate that participants experienced challenges in the cognitive, affective, social, and structural domains and resolved those challenges utilizing social, affective, and cognitive resolutions. These findings inform the field of mathematics teacher education by identifying areas where current and future teachers may need support in their design of social justice mathematics lessons.
Keywords: teaching mathematics for social justice; challenges; resolutions; secondary mathematics teachers; secondary mathematics teacher candidates; critical mathematics education teaching mathematics for social justice; challenges; resolutions; secondary mathematics teachers; secondary mathematics teacher candidates; critical mathematics education

Share and Cite

MDPI and ACS Style

Kudaisi, Q.J.; Morton, K. Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans. Educ. Sci. 2025, 15, 1313. https://doi.org/10.3390/educsci15101313

AMA Style

Kudaisi QJ, Morton K. Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans. Education Sciences. 2025; 15(10):1313. https://doi.org/10.3390/educsci15101313

Chicago/Turabian Style

Kudaisi, Queshonda J., and Karisma Morton. 2025. "Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans" Education Sciences 15, no. 10: 1313. https://doi.org/10.3390/educsci15101313

APA Style

Kudaisi, Q. J., & Morton, K. (2025). Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans. Education Sciences, 15(10), 1313. https://doi.org/10.3390/educsci15101313

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