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ERIC Number: EJ868162
Record Type: Journal
Publication Date: 2009-May
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-1538-6619
Mathematics and Social Justice in Grade 1: How Children Understand Inequality and Represent It
Murphy, M. Shaun
Young Children, v64 n3 p12-17 May 2009
Social justice might be considered too complex a topic to address with 6- and 7-year-olds, particularly through mathematics. How would first-graders understand social justice? The author believes that by focusing on inequality in relation to power and access to resources, freedom, and diversity, children could understand social justice issues. The author stresses that two ways children can deepen their understanding are through experience and literature. Engaging children in a mathematics project around issues of social justice could provide experience and also allow the author to understand the children as mathematicians. This article presents the author's mathematics project that provides opportunities for the children to demonstrate the various levels and the breadth of their mathematics knowledge.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A