Emotions in Social Justice Mathematics: Students' Experience from a College Precalculus Classroom

This study investigates the emotional experiences of students in a social justice-themed college precalculus classroom. Using mixed methods with data from 58 students at a predominantly white institution, we examined how engagement with local social injustice topics shaped students’ critical thinking, academic identity, and emotional engagement with mathematics.

In K. W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 956–961). Kent State University.