Developing an awareness of the impact of pedagogy on social justice within primary mathematics

LAURA KING, INSTITUTE OF EDUCATION, UNIVERSITY OF DERBY, UK Conducting practitioner research as a teacher in primary education has led me to consider the way in which social justice is enacted through pedagogy in primary mathematics. Social justice is regularly linked with the attainment gap and disadvantaged children, but the actual impact on children of the classroom culture created through the mathematics mastery pedagogical approach is rarely explicitly considered. As a new lecturer in primary initial teacher education, I was curious to start to understand how beginning teachers nearing the end of their initial teacher education would see a connection between their explicit pedagogy and a socially just classroom culture, as well as begin to reflect on the implications for their own future practice as teachers and leaders of mathematics. This article reflects on this process, linking it with emerging themes from my own educational doctorate research. Social justice in mathematic