Chapter 8 Case 6: Community Journals in the Pre-Service Classroom: Creating Space for Growth

Mathematics education has undergone numerous changes through reform initiatives, yet our subject is often riddled with issues of inequity and injustice (Singh, 2023; Wells & Reeder, 2022). As we look critically at our field, we should be considering how to build community within our classrooms to promote equity and justice for all who come through our doors. In doing this, we, as educators, are helping our preservice teachers to develop personal efficacy and cognizance to promote the equitable treatment of others (Darling-Hammond & Oakes, 2019).

Developing democratic agency in preservice mathematics and equity-focused classrooms requires individuals to engage in discussions, create arguments, make judgments, and consider other world views (Bergem & Pepin, 2013). Intentional instructional practices are required to create an environment where a myriad of voices and ideas can be shared so that gaps in understanding are exposed.