Mathematics for Social Justice: An Action Research Study with Working-Class Children in a Pakistani Classroom

This paper investigates the integration of social justice in mathematics teaching in Pakistani classrooms. It has been widely observed that mathematics lessons usually focus on factual recall and procedural fluency which do not promote students’ capability of using mathematics for critical analysis of societal practices. Therefore, critical mathematics education makes an effort to shift the focus of mathematics teaching from procedural fluency to thinking critically about mathematical concepts, understanding the socio-political context of mathematics, and promoting a more inclusive and equitable learning environment. Hence, this approach recognizes that mathematics is not a neutral subject but is influenced by cultural, social, and historical factors. Like many countries, Pakistan also views education as a prerequisite for fighting poverty, improving living standards, and eliminating all forms of discrimination. So, these purposes of education can be better achieved by developing a sense of awareness and importance of social issues among students. Therefore, this action research explored the integration of the concepts of social justice in teaching mathematics. Consequently, the study incorporated a range of mathematical concepts such as percentages, fractions, and decimals to engage students in discussion, debate, and thinking to explore alternatives to address the inequalities prevalent in the society. The study concludes that social justice pedagogy allows students to explore mathematics beyond the classrooms, develop a deeper understanding of mathematical concepts, and acquire knowledge to become critical individuals. Moreover, integrating social justice issues into teaching mathematics has potential to help students develop an awareness of social inequality and a sense of social agency.