Document Type

Conference Proceeding

Publication Date



Early Childhood mathematics education often focuses only on counting, cardinality, and pattern recognition. Through a university/school partnership, we detail how a veteran prekindergarten teacher of color, working in a school serving a community of color in the United States, utilized democratic and inquiry-based early childhood pedagogical frameworks to mathematically empower her 4 and 5-year-old students. In this project session, we focus on the impact that a critical approach to mathematics education had on this veteran teacher’s school and practice, with reflective discussion led by the teacher herself.


Copyright the Authors.

Publication Title

Proceedings of the Tenth International Mathematics Education and Society Conference

Included in

Education Commons



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