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Building Community to Implement Social Justice Math Lessons

Kathryn E. Roman

kroman@pdx.edu

Andrew Lebovitz

Al.Lebovitz@bethel.k12.or.us

OML/TOTEM 2025

02.20.2025

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Significant Circles (Esteban-Guitart & Moll, 2014)

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Please claim a slide below by writing your name on it or grab a sheet of paper and write your name on it.
Write (or draw) the people, places, activities that are significant or important to you. The closer something is to the center of the circle, the more significant/important it is to you.
When you finish your circle, talk amongst the people in your table about what was significant for you.

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Significant Circle

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This slide belongs to: Nancy

Write on me!

Christ

My Husband

My Kids & Family

Health!

My Students

Crafting

Write on me!

My mentees!

Math

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

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This slide belongs to: Katie

Write on me!

Friends and Family

My Husband

My PhD

Working Out

Write on me!

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This slide belongs to: Mark

Dad jokes

Seahawks

Write on me!

Teaching & Learning

Movies/TV

Spouse

Travel

Schools

Math

Church

Dog (Buddy)

Books

BBQ

Kids

breakfast

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Andy Byerley

Community

Write on me!

Family

Running

Origami

Learning!

Eagles!!!

Write on me!

Public Service

Cooking

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Jamie

Art

Lattes

Building Community

Write on me!

Family

Mexican Food

Reading

SEL

Collaboration

Equity

Write on me!

Hiking

Supporting Students/families

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Lora Dunlap

Write on me!

puzzles

family

nature

chickens!

math!

Write on me!

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This slide belongs to: Insert Name

Write on me!

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

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This slide belongs to: Insert Name

Write on me!

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

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This slide belongs to: Insert Name

Write on me!

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

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This slide belongs to: Insert Name

Write on me!

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Aleta

Write on me!

Faith

Teaching

Cookies!

Hubby

Family Friends

Write on me!

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Insert Name

Write on me!

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This slide belongs to: Insert Name

Write on me!

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Building Community & Social Justice Math

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Why Build Community?

Students

attend class more often (Taylor et al., 2022; Wilson-Ashworth, 2023)
are more engaged in learning (Prodgers et al., 2023)
develop closer relationships with other students and their teachers (Adamian, 2022; Joosse & Barger, 2023; Keyes, 2019; Taylor et al., 2022)
feel more comfortable and confident in class (Adamian, 2022)
experience a greater sense of belonging (Acosta & Woodard, 2022; Adamian, 2022; Keyes, 2019)

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Why Build Community In Math Class?

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Why Build Community In Math Class?

Building community is

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Why Build Community In Math Class?

Building community is

especially important in math classes (Jansen, 2006, 2008; Jessup et al., 2021; Taylor et al.,2022; Thanheiser & Koestler, 2025; Yeh et al., 2017)

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Why Build Community In Math Class?

Building community is

especially important in math classes (Jansen, 2006, 2008; Jessup et al., 2021; Taylor et al.,2022; Thanheiser & Koestler, 2025; Yeh et al., 2017)
particularly crucial given the traditional narratives surrounding mathematics (Gutiérrez et al., 2023)

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Why Build Community In Math Class?

Building community is

especially important in math classes (Jansen, 2006, 2008; Jessup et al., 2021; Taylor et al.,2022; Thanheiser & Koestler, 2025; Yeh et al., 2017)
particularly crucial given the traditional narratives surrounding mathematics (Gutiérrez et al., 2023):

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Why Build Community In Math Class?

Building community is

especially important in math classes (Jansen, 2006, 2008; Jessup et al., 2021; Taylor et al.,2022; Thanheiser & Koestler, 2025; Yeh et al., 2017)
particularly crucial given the traditional narratives surrounding mathematics (Gutiérrez et al., 2023):

YOU HAVE TO BE FAST

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Why Build Community In Math Class

Building community is

especially important in math classes (Jansen, 2006, 2008; Jessup et al., 2021; Taylor et al.,2022; Thanheiser & Koestler, 2025; Yeh et al., 2017)
particularly crucial given the traditional narratives surrounding mathematics (Gutiérrez et al., 2023)

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Why Build Community In Math Class?

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Why Build Community In Math Class?

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Why Build Community In Math Class?

Fostering a supportive classroom environment can help mitigate these challenges by making students feel safer when discussing their mathematical thinking, both in whole and small group settings (Jansen, 2006, 2008; Taylor et al., 2022).

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Community Building and Social Justice Math

Building community

is an important aspect of implementing social justice math (SJM) lessons (Bettez & Hytten, 2013; Conway IV et al., 2022; Thanheiser & Koestler, 2025)
supports the “sustain[ing] [of] social justice efforts” (Bettez, 2020, p. 14)
When we teach math for social justice, we build community when we provide opportunities for students to see that we're working on complex problems that cannot be reduced to simple right and wrong answers.

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Community Building and Social Justice Math

Why do we do want to sustain social justice efforts?

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Community Building and Social Justice Math

Why do we do want to sustain social justice efforts?

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Community Building and Social Justice Math

Why do we do want to sustain social justice efforts?

“we believe every person counts, has human dignity, and deserves respect, equality and justice” (emphasis in original, Pharr, 2010, p. 593).

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How to Build Community

Many ways have been offered for teachers to build community in their classrooms:

Reflecting on their own biases (Conway IV et al., 2022)
Implementing activities (e.g. ice breakers; Conway IV et al., 2022)
Having participation structures in place (e.g. complex instruction; Featherstone et al., 2011)
Getting student feedback (like giving surveys and following up with students) (Adamian, 2022; Bettez, 2020; Id-Deen, 2024; Mackenzie et al., 2023)

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Including Student Voice

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Including Student Voice

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Including Student Voice

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Including Student Voice

A powerful, essential part of our mathematics community is our students. They are not only the why behind what we do as a mathematics community but their voice is central to the community. Their voice must be heard and they must be included in conversations, decision making and actions.

Wilkerson, 2021, para 4

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Including Student Voice

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Including Student Voice

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Including Student Voice

Important to use student voice to inform teacher practice of building community (Elliott et al., 2016; West & Williams, 2017)

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Including Student Voice

While some research has included student voice when discussing community in social justice contexts (e.g., Adamian, 2022; Alarcón & Bettez, 2021), what about social justice math contexts?

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Importance of Community Builders

“Community-building activities foster trust… reminding everyone that the classroom consists of fellow people, not just fellow students.” (Conway IV et al., 2022, p. 43)

Foster Trust & Connection

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Importance of Community Builders

Foster Confidence & Open Communication

“Providing opportunities for students to work cooperatively… influences students’ beliefs that they can engage with course content” (Taylor et al., 2022, p. 54)

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Importance of Community Builders

Foster Collaboration & Learning

These activities support an environment where everyone works together to meet each other’s needs which in turn helps promote learning (Rule and Kyle, 2009)

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Importance of Community Builders

Foster Collaboration & Learning

Foster Confidence & Open Communication

Foster Trust & Connection

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Methods

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Our Social Justice Math Class

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Components of the Course

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Administrator Requests

FTE-neutral

Enrollment is determined by student choice as a +1 class

No additional costs
Students won’t face significant barriers to joining the course in Semester 2

i.e., no prerequisites from Semester 1

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Content and Focus

Semester 1

Community Building
Proportional Reasoning

Ratios and Scaling
Percents
Rates
Slope and Linear Functions

Semester 2

Community Building
Proportional Reasoning
Introductory Statistics

Displaying quantitative data (dotplots, stemplots, histograms)
Measuring center
Measuring variability (standard deviation)
Data collection and sampling methods

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A Goal for Next Year: Geometric Reasoning

Relevant lessons under development:

Gerrymandering
Minimum parking requirements
Urban heat islands
Environmental racism
Open campus lunch and community impacts

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Please contact us!

al.lebovitz@bethel.k12.or.us

kroman@pdx.edu

We would love to:

Share resources
Collaborate on problems of practice
Develop a framework for adapting lessons to different communities

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Demographics

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Of the seniors enrolled in the course, 76% need math credit and 24% are enrolled for elective credit.
We suspect that the percentage of seniors needing math credit increased in Semester 2.
This year, 59% of students taking the course were in need of math credit. This confirms something we expected to see—last year, we were offering the new course for students who had not earned credit elsewhere, so we thought we might have had more seniors in need of credit than what we would normally see.

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Context + Research Questions

I worked with Mr. L at his high school in a social justice math class focused on building community:

What definition of community do students have?
Did students feel community was built, why or why not?
What role and value did students feel the community builders had in the class?

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Community Builder - Significant Circles (Esteban-Guitart & Moll, 2014)

REALLY IMPORTANT

Less Important

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This slide belongs to: Leona

minecraft

swimming

Sims 4

Sleep

Being lazy

Ms. Arnold

My stuffed animals

Cats

family

Cooking

money

beautiful things

being Annoying

Fortnite

college kids

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

Trevor

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This slide belongs to: Leona

minecraft

swimming

Sims 4

Sleep

Being lazy

Ms. Arnold

My stuffed animals

Cats

family

Cooking

money

beautiful things

being Annoying

Fortnite

college kids

Feel free to write on these text boxes, and then drag them over to the circle! You can also choose to insert pictures or create your own textboxes.

Trevor

Music

Write on me!

Cars

Write on me!

Textboxes to use based on classmates’ circles:

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Example of a Community Builder

Share your name and a fact about yourself

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Small Group Time

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List of Community Builders

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List of Community Builders

Spend the next ten minutes engaging with the community builders and add if you want to!
I would love to give you credit for a resource that you provide, so please put your name down (if you feel comfortable doing so!!).

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Data Collection and Analysis

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Data Collection and Analysis

Data - Five anonymous community surveys

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Data Collection and Analysis

Data - Five anonymous community surveys

Survey #	Date Given	Number of Students Who Took It

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Data Collection and Analysis

Data - Five anonymous community surveys

Survey #	Date Given	Number of Students Who Took It
Survey 1	10/03/2023	28

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Data Collection and Analysis

Data - Five anonymous community surveys

Survey #	Date Given	Number of Students Who Took It
Survey 1	10/03/2023	28
Survey 2	11/02/2023	25

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Data Collection and Analysis

Data - Five anonymous community surveys

Survey #	Date Given	Number of Students Who Took It
Survey 1	10/03/2023	28
Survey 2	11/02/2023	25
Survey 3	12/01/2023	29

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Data Collection and Analysis

Data - Five anonymous community surveys

Survey #	Date Given	Number of Students Who Took It
Survey 1	10/03/2023	28
Survey 2	11/02/2023	25
Survey 3	12/01/2023	29
Survey 4	01/10/2024	25

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Data Collection and Analysis

Data - Five anonymous community surveys

Survey #	Date Given	Number of Students Who Took It
Survey 1	10/03/2023	28
Survey 2	11/02/2023	25
Survey 3	12/01/2023	29
Survey 4	01/10/2024	25
Survey 5	01/31/2024	24

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Data Collection and Analysis

Data - Five anonymous community surveys

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

How do you define community?

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

How do you define community?
Do you feel this class is a community? Please explain.

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

How do you define community?
Do you feel this class is a community? Please explain.
How does the community in this class compare to the community in your other classes? Please explain.

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

How do you define community?
Do you feel this class is a community? Please explain.
How does the community in this class compare to the community in your other classes? Please explain.
How does the community in this class compare to the community in your previous math classes? Please explain.

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

How do you define community?
Do you feel this class is a community? Please explain.
How does the community in this class compare to the community in your other classes? Please explain.
How does the community in this class compare to the community in your previous math classes? Please explain.
Have the community builders helped make this class feel more like a community? Please explain.

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Focused on the following five questions:

How do you define community?
Do you feel this class is a community? Please explain.
How does the community in this class compare to the community in your other classes? Please explain.
How does the community in this class compare to the community in your previous math classes? Please explain.
Have the community builders helped make this class feel more like a community? Please explain.

RQ 1

RQ 2

RQ 3

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

Top-Down Coding

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

Top-Down Coding

Group, Shared, Interaction, Physical Proximity, Belonging (Cobigo et al., 2013), and Atmosphere

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

Top-Down Coding

Group, Shared, Interaction, Physical Proximity, Belonging (Cobigo et al., 2013), and Atmosphere
“A group of people that share a common interest and work together to achieve a goal” (Survey 3)

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

Top-Down Coding

Group, Shared, Interaction, Physical Proximity, Belonging (Cobigo et al., 2013), and Atmosphere
“A group of people that share a common interest and work together to achieve a goal” (Survey 3)

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

Top-Down Coding

Group, Shared, Interaction, Physical Proximity, Belonging (Cobigo et al., 2013), and Atmosphere
“A group of people that share a common interest and work together to achieve a goal” (Survey 3)

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Data Collection and Analysis

Data - Five anonymous community surveys

Analysis - Thematic Analysis (Braun and Clarke, 2006)

Top-Down Coding

Group, Shared, Interaction, Physical Proximity, Belonging (Cobigo et al., 2013), and Atmosphere
“A group of people that share a common interest and work together to achieve a goal” (Survey 3)

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Results

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

People together

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

People together

a group of people sharing a common interest

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

a group of people with a similar end goal

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

a group of people sharing something in common, like a location, ideas, and beliefs

a group of people with a similar end goal

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

a group of people that share experiences and work through challenges

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

a group of people who work together

a group of people that share experiences and work through challenges

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

a group of people that live in the same place and have some of the same interest[s] by work[ing] together and supporting each other

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

A place where people have a common interest

a group of people that live in the same place and have some of the same interest[s] by work[ing] together and supporting each other

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Research Question 1 - How Do Students Define Community?

94%

57%

32%

16%

5%

Theme Code Count

Theme

A community is a group of people who share something in common, interact with each other, and may or may not be in physical proximity.

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

39%

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

39%

75%

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

11%

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

12.5%

11%

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

everyone in the class is pretty chill (S4)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

somewhat, we kind of have our little groups in class that separates us (S5)

everyone in the class is pretty chill (S4)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

Maybe ?? It depends on how you define a community, because we're all just people that want a math credit for the most part (S1)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

Yes I feel like this class is a community because we play games together and do math together (S4)

Maybe ?? It depends on how you define a community, because we're all just people that want a math credit for the most part (S1)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

i feel like it's sorta a community but i would still feel judged by my answers or responses by the class (S1)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

Yes, as we are all familiar with each other and we can all work together (S5)

i feel like it's sorta a community but i would still feel judged by my answers or responses by the class (S1)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

Kind of. We all have a common goal and that’s to pass the class, we all are in the class for whatever reason, and most of us share a common ideal (S3)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

Yes, we all share the class and its space (S4)

Kind of. We all have a common goal and that’s to pass the class, we all are in the class for whatever reason, and most of us share a common ideal (S3)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

i feel we've grown together more and have become more connected (S2)

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Research Question II - Did Students Say the Class Was a Community? Why or Why Not?

no because we are not that close (S3)

i feel we've grown together more and have become more connected (S2)

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Research Question III - What role and value did students feel the community builders had in the class?

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Research Question III - What role and value did students feel the community builders had in the class?

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Research Question III - What role and value did students feel the community builders had in the class?

Have the community builders helped make this class feel more like a community? Please explain.

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Research Question III - What role and value did students feel the community builders had in the class?

Belonging

the activities we have done in this class makes us all understand each other in a different way other than just math…some of the activities even show that other people are struggling just like you so you don't feel alone. overall i think the activities is a big building block to making the classroom a healthy community. (Survey 4)

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Research Question III - What role and value did students feel the community builders had in the class?

Familiarity

“Kind of, we feel more comfortable talking to each other now more than the beginning” (Survey 3).
“Yes they have. i get to meet new people and learn new views” (Survey 5).

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Results Part II

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140

What one word would you use to describe your math memories? �

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Use one word to describe your math memories of our class this year:�

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We also saw high attendance rate (on par with attendance statistics we see for freshmen) in our classes. ]

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Implications

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Group!!!

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Group!!!

somewhat, we kind of have our little groups in class that separates us (S5)

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Group!!!

somewhat, we kind of have our little groups in class that separates us (S5)

Group–Changing Seats

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Group!!!

somewhat, we kind of have our little groups in class that separates us (S5)

Group–Changing Seats

Students focused on knowing or feeling connected to their small groups, but this feeling did not extend to the whole group

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Shared!!!

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Shared!!!

Maybe ?? It depends on how you define a community, because we're all just people that want a math credit for the most part (S1)

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Shared!!!

Maybe ?? It depends on how you define a community, because we're all just people that want a math credit for the most part (S1)

Shared–Superordinate Goals

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Shared!!!

Maybe ?? It depends on how you define a community, because we're all just people that want a math credit for the most part (S1)

Shared–Superordinate Goals

“goals attained only when groups pull together” (Sherif, 1958, p. 350)

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Interaction!!!

Interaction–Implementing Community Builders

“yes they have. ngl i wouldnt know the people or the peoples personalities if we didnt do them”
“Absolutely, having the ability to be unprofessional, or to be able to be loose or funny when doing things in a large group helps you feel vastly more connected to that larger group.”

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Questions?!

Kathryn E. Roman

kroman@pdx.edu

Andrew Lebovitz

Al.Lebovitz@bethel.k12.or.us

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