Internet Explorer 7, 8, and 9 are no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
University of West Georgia logo

Other · College of Education · Early Childhood Through Secondary Education

STEM Math for Social Justice

  • Fall 2021
  • Section E01
  • 3 Credits
  • 08/11/2021 to 12/10/2021
  • Modified 08/10/2021


Concepts and materials which are appropriate for mathematics education integrated with science, technology, and engineering for P-12 children will be investigated. In addition, STEM education is considered through the lens of social justice, equity, and community-based learning.


ECSE 7274

Contact Information

Instructor: Dr. Rebecca Gault

Office Location: Ed Annex 180

Telephone (cell): 321-202-5087

Office Hours: Th 9:30 am - 1:00 pm; Fr 9:30 am – 1:00 pm; Online Tu 6:00 pm – 9:00 pm

Westga email: [email protected]

Meeting Times



This course does not have a required text.

Articles and readings will be available through CourseDen.

Required Instructional Resource: TK20 Subscription

All students admitted to an undergraduate or graduate program in the College of Education are required to purchase a Tk20 account as a required instructional resource.

Please select the link to access a pdf guide on how to purchase your account.  

You will receive account activation confirmation from Watermark Support.  As soon as your account has been activated, please select the link to access a pdf guide on how to log into your Tk20 account.

If you have purchased a subscription previously, DO NOT re-subscribe.  A Tk20 subscription is valid for 10 years. For assistance, email [email protected].

The following students do not need to purchase a TK20 account:

  • If you are enrolled in an EDUC course (undergraduate), but have not been admitted into the Teacher Education program within the College of Education, then you do NOT need to purchase a Tk20 account at this time.   
  •  If you are enrolled in an EDLE course (graduate), but have not been admitted into the College of Education graduate program, then you do NOT need to purchase a Tk20 account. 

If you mistakenly purchased a Tk20 account:

  • From the UWG Bookstore, then contact the UWG Bookstore for more information regarding their refund policy.
  • From Watermark, then a refund can be processed within 30 days of purchase. Please email [email protected] for more information. 

For additional guides, access the UWG Tk20 webpage here.

This course does not have a required text.

Articles and readings will be available through CourseDen.


  1. The candidates will demonstrate the ability to think critically, evaluate complex data, draw evidence-based conclusions, engage in effective argumentation and communicate effectively in written format (GaPSC STEM 2i; NBPTS 2: InTASC 4).
  2. The candidates will demonstrate the ability to engage students in STEM reasoning that reveals how STEM professionals think and solve problems (GaPSC STEM 2ii; NBPTS 2: InTASC 7, 8).
  3. The candidates will demonstrate the ability to effectively engage students in engineering design processes to solve open-ended problems or complete design challenges (GaPSC STEM 4i; NBPTS 1-3 InTASC 7, 8).
  4. The candidates will demonstrate the ability to effectively engage students in authentic or investigative research to answer relevant questions (GaPSC STEM 4ii; NBPTS 1-5 InTASC 7, 8).
  5. The candidates will demonstrate the ability to effectively engage students in using STEM reasoning abilities (GaPSC STEM 4iii; NBPTS 1-2, 4, InTASC 7, 8).
  6. The candidates will demonstrate the ability to effectively engage students in experiential learning (GaPSC STEM 4iv; NBPTS 1-5 InTASC 7, 8).
  7. The candidates will demonstrate the ability to effectively engage students in differentiating instruction related to integrated STEM concepts (GaPSC STEM 4iv; NBPTS 1-5 InTASC 2, 7, 8).
  8. The candidates will demonstrate the ability to effectively engage students in facilitate student-led learning and to apply skills to novel, relevant, and authentic situations(GaPSC STEM 4vii; NBPTS 2-5 InTASC 7, 8).
  9. The candidates will demonstrate the ability to effectively engage students in the implementation of authentic teaching and learning strategies, including project-based learning, problem-based learning, and place-based education (GaPSC STEM 4viii; NBPTS 1-5 InTASC 7, 8).
  10. The candidates will demonstrate the ability to effectively engage students in foster a learning environment which encourages risk taking, innovation, and creativity (GaPSC STEM 5ix; NBPTS 4-5 InTASC 3).
  11. The candidates will demonstrate the ability to effectively engage students in facilitate student-led team-based learning with appropriate etiquette (GaPSC STEM 5x; NBPTS 4-5 InTASC 3).



Rubrics will be used to grade most assignments.  Please see the assignment information in CourseDen for a copy of each rubric.  Students will be graded using the following scale:

A = 90-100%, B = 80-89%, C = 70-79%, F = 69% and below.


Instruction in this course will be delivered through online instruction and 100% online.  Online tools such as discussion boards, google drive, google hangouts, and chat rooms are required.  This requires the online equivalent of 2250 minutes of instruction (seat-time) and an additional 4500 minutes of supporting activities. As such, students will be required to complete the following online activities during this course:


Instructional Equivalent

Discussion posts

500 minutes

Audio/video instruction

750 minutes

Online assignments

1000 minutes

Additionally, it is anticipated that students will need to work independently for twice the number minutes listed above to complete the online activities.


This is a brief overview of how you will demonstrate your learning in this course and the lab.  Each assignment will have further instructions posted in CourseDen and will be discussed in class.  The overall goal for these assignments is to provide you with meaningful activity that will help you reflect on and improve student learning and your teaching practices in community-based STEM education.



Course Objectives


Assessment Form

Learning Array Activities including Discussion Boards

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11



Integrated Content Unit Plan (Key Assessment)



Key assessments will be completed as part of learning array activities and/or the final project, and must be submitted to TK20 once final revisions have been made. You may earn credit for the course but will not be able to receive your STEM Endorsement until these key assessments have been uploaded to TK20 and evaluated with a passing score. The following assignments are the key assessments for this course:

  1. Integrated Unit Plan
  2. Equitable Access Plan


Class schedule information for this course is posted in a separate document with the title Calendar for ECSE 7275 Fall 2021 included under Content in CourseDen.

Course Policies and Resources

You will need a computer to complete the work in this course.  You will not be able to do the necessary work on your phone or tablet.  Please ensure that you have regular access to either a desktop or laptop computer to participate in this course. Your computer system will need to meet some basic minimum requirements to be able to use CourseDen, our online learning management system. 


  • Updated Operating System (e.g. latest version of Microsoft Windows for PCs or OS X for Mac)
  • Microsoft Office (Word, Excel, PowerPoint)
  • Adobe Acrobat (or other PDF reader)
  • Updated Web Browser such as Firefox, Chrome, or Safari. Use of Internet Explorer is not recommended.
  • Reliable Internet Access: You will need a connection that is at least 1 Mbps. To check your speed, use a site such as

Attendance Policy:

In order to distribute Title IV funding (federal student aid), student attendance verification is required. For online courses, students must post in the online discussion during the Getting to Know the Course Module to be considered as attending class. Students who do not post to the first discussion in this module may be dropped from the class for non-attendance. Students who add classes during drop/add are responsible for ensuring that they are verified as being in attendance by contacting the course instructor and participating in the first discussion.

Extra Credit:

Late Extra credit will not be available in this course.

Late Work: 

Late work will not be accepted.

Professional Conduct:

As teachers, you have made a commitment to the education profession.  As such, you should conduct yourself at all times in a professional manner. Please plan on actively participating in all course activities, reflecting on and discussing your teaching profession, and developing collegial, supportive relationships with your fellow teachers. Professional conduct also includes abiding by common netiquette conventions.  Please see the Netiquette Policy in CourseDen for a full explanation of the expectations.

Communication Rules

Please do NOT use the email function in CourseDen to contact me. An email sent to [email protected] will receive a quicker response. If you do not receive a response to an email from me within 48 hours, please DO text me at 321-202-5087 to let me know I may have missed your email.

Network Etiquette:

Communication in an online class takes special consideration. Please read the short list of tips below:

  • Be sensitive and reflective to what others are saying.
  • Don't use all caps. It is the equivalent of screaming.
  • Don't flame - These are outbursts of extreme emotion or opinion.
  • Think before you hit the post (enter/reply) button. You can't take it back!
  • Don't use offensive language.
  • Use clear subject lines.
  • Don't use abbreviations or acronyms unless the entire class knows them.
  • Be forgiving. Anyone can make a mistake.
  • Keep the dialog collegial and professional.

Expected Response Times

I will make every effort to respond to emails received during the week within 24 hours of receipt. All other correspondence will be addressed upon return to the office on Monday. Additionally, I will do my best to have all materials graded within one week of submission. Certain assignments may take additional time due to the class size and degree of content/depth.

Required Instructional Resource: TK20 Subscription

Tk20 is a required instructional resource for all students admitted in a COE program. See the Tk20 statement under the “Materials” section of the syllabus. Email [email protected] for more information.

College/School Policies

College of Education Vision

The College of Education at the University of West Georgia will be recognized for Innovation in Teaching, Leadership, and Wellness with programs designed to transform lives and contribute to the betterment of society.

College of Education Mission

Locally connected and globally relevant, the Mission of the College of Education is to prepare graduates for professional careers in diverse settings within three dynamic areas of focus: Teaching, Leadership, and Wellness.  With programs that range from undergraduate through doctoral study, the College of Education is committed to excellence in pedagogy, professional service, engaged partnerships, and applied research.

Diversity and Inclusion Statement for the College of Education

The College of Education (COE) embraces diversity across dimensions, including, but not limited to, age, religion, creed, education, ethnicity, gender expression, national origin, physical and cognitive ability, race, sex, sexual orientation, socioeconomic class, and veteran status. Building on these identities, we support empathy, social and environmental justice, and an ethical framework for our actions. In accordance with the University of West Georgia and all of our departments, the COE denounces institutional and systemic racism and other forms of biases and is committed to taking actionable steps toward dismantling these systems and working toward equity and inclusion. The full COE Diversity and Inclusion Statement may be viewed on the website homepage of the College of Education.

Institutional Policies

Honor Code

At the University of West Georgia, we believe that academic and personal integrity are based upon honesty, trust, fairness, respect, and responsibility. Students at West Georgia assume responsibility for upholding the honor code. West Georgia students pledge to refrain from engaging in acts that do not maintain academic and personal integrity. These include, but are not limited to, plagiarism, cheating, fabrication, aid of academic dishonesty, lying, bribery or threats, and stealing. 

The University of West Georgia maintains and monitors a confidential Academic Dishonesty Tracking System. This database collects and reports patterns of repeated student violations across all the Colleges, the Ingram Library, and the School of Nursing. Each incidence of academic dishonesty is subject to review and consideration by the instructor, and is subject to a range of academic penalties including, but not limited to, failing the assignment and/or failing the course. Student conduct sanctions range from verbal warning to suspension or expulsion depending on the magnitude of the offense and/or number of offenses. The incident becomes part of the student’s conduct record at UWG.

Additionally, the student is responsible for safeguarding his/her computer account. The student’s account and network connection are for his/her individual use. A computer account is to be used only by the person to whom it has been issued. The student is responsible for all actions originating through his/her account or network connection. Students must not impersonate others or misrepresent or conceal their identities in electronic messages and actions. For more information on the University of West Georgia Honor Code, please visit the Office of Community Standards site.

Academic Support

Accessibility Services: Students with a documented disability may work with UWG Accessibility Services to receive essential services specific to their disability. All entitlements to accommodations are based on documentation and USG Board of Regents standards. If a student needs course adaptations or accommodations because of a disability or chronic illness, or if he/she needs to make special arrangements in case the building must be evacuated, the student should notify his/her instructor in writing and provide a copy of his/her Student Accommodations Report (SAR), which is available only from Accessibility Services. Faculty cannot offer accommodations without timely receipt of the SAR; further, no retroactive accommodations will be given. For more information, please contact Accessibility Services.

Center for Academic Success: The Center for Academic Success provides services, programs, and opportunities to help all undergraduate students succeed academically. For more information, contact them: 678-839-6280 or [email protected]

University Writing Center: The University Writing Center assists students with all areas of the writing process. For more information, contact them: 678-839-6513 or [email protected]

Online Courses

UWG takes students’ privacy concerns seriously: technology-enhanced and partially and fully online courses use sites and entities beyond UWG and students have the right to know the privacy policies of these entities. For more information on privacy and accessibility for the most commonly used sites, as well as technology requirements visit the UWG Online site.

Students enrolled in online courses can find answers to many of their questions in the Online/Off-Campus Student Guide.

If a student is experiencing distress and needs help, please see the resources available at the UWG Cares site. Online counseling is also available for online students.

UWG Email Policy

University of West Georgia students are provided a MyUWG e-mail account. The University considers this account to be an official means of communication between the University and the student. The purpose of the official use of the student e-mail account is to provide an effective means of communicating important university related information to UWG students in a timely manner. It is the student’s responsibility to check his or her email.

Credit Hour Policy

The University of West Georgia grants one semester hour of credit for work equivalent to a minimum of one hour (50 minutes) of in-class or other direct faculty instruction AND two hours of student work outside of class per week for approximately fifteen weeks. For each course, the course syllabus will document the amount of in-class (or other direct faculty instruction) and out-of-class work required to earn the credit hour(s) assigned to the course. Out-of-class work will include all forms of credit-bearing activity, including but not limited to assignments, readings, observations, and musical practice. Where available, the university grants academic credit for students who verify via competency-based testing, that they have accomplished the learning outcomes associated with a course that would normally meet the requirements outlined above (e.g. AP credit, CLEP, and departmental exams).

HB 280 (Campus Carry)

UWG follows University System of Georgia (USG) guidance:

You may also visit our website for help with USG Guidance:

Mental Health Support

If you or another student find that you are experiencing a mental health issue, free confidential services are available on campus in the Counseling Center. Students who have experienced sexual or domestic violence may receive confidential medical and advocacy services with the Patient Advocates in Health Services. To report a concern anonymously, please go to UWGcares.

ELL Resources

If you are a student having difficulty with English language skills, and / or U.S. culture is not your home culture, specialized resources are available to help you succeed. Please visit the E.L.L. resource page for more information.


The health and safety of our students, faculty, and staff remain the University of West Georgia’s top priority.

For the most recent information on coronavirus disease (COVID-19) visit:


Additional Items

Course References:     

Aronson, B., & Laughter, J. (2015). The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas. Review of Educational Research, 86(1), 163–206. doi:10.3102/0034654315582066

Averill, R., Anderson, D., Easton, H., TeMaro, P., Smith,D., & Hynds, A. (2009). Culturally responsive teaching of mathematics: Three models from linked studies. Journal for Research in Mathematics Education, 40(2), 157-186.

Bartell, T.G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129-163.

Breiner, J.M., Harkness, S.S., Johnson, C.C., & Koehler, C.M. (2011). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics 112(1), 3-11.

Carraher, T.N., Carraher, D.W., & Schliemann, A.D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21-29.

Carr, R.L., Bennett, L.D., & Strobel, J. (2012). Engineering in the k-12 STEM standards of the 50 U.S. states: An analysis of presence and extent. Journal of Engineering Education, 101(3), 539-564.

Cavazos, R.R. (2014). WOW! A mathematics convention: A community connection. Teaching Children Mathematics, 21(3), 154-160.

Civil, M. (2010). Culture and mathematics: A community approach. Journal of Intercultural Studies, 23(2), 133–148. Retrieved from

Cord, L. (2016). The M in STEM. Australian Mathematics Teacher, 72(2), 3-6.

Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2012). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(2), 215-226.

Havice, W.L. (2015). Integrative STEM education for children and our communities. Technology & Engineering Teacher, 75(1), 15-17.

Hefty, L.J. (2015). STEM gives meaning to mathematics. Teaching Children Mathematics, 21(7), 422-429.

Holleran, C. & El-Atwani, K. (2013). Mathematics + social justice = a new take on mathematics teacher preparation. In L.C. Oliveira (Ed.), Teacher education for social justice: Perspectives and lessons learned (pp. 115-126). Charlotte, NC: Information Age Publishing, Inc.

Kazemi, E., & Franke, M. L. (2004). Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235. doi:10.1023/B:JMTE.0000033084.26326.19

Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.

Moye, J.J., Dugger, W.E., & Stark-Weather, K.N. (2016). Learn by doing study: Third-year results. Technology & Engineering Teacher, 76(1), 16-23.

Moye, J.J., Dugger, W.E., & Stark-Weather, K.N. (2015). Learn by doing study: Analysis of second-year results. Technology & Engineering Teacher, 75(1), 18-25.

Moye, J.J., Dugger, W.E., & Stark-Weather, K.N. (2014). Learn by doing study: Introduction. Technology & Engineering Teacher, 74(1), 24-27.

NCTM Research Committee. (2005). Equity in school mathematics education: How can research contribute. Journal for Research in Mathematics Education, 36(2), 92-100.

Norris, D. & de Oliveira, L.C. (2013). Preparing mathematics teachers for culturally and linguistically diverse students. In L.C. Oliveira (Ed.), Teacher education for social justice: Perspectives and lessons learned (pp. 105-114). Charlotte, NC: Information Age Publishing, Inc.

Perkins, I., & Flores, A. (2002). Mathematical notations and procedures of recent immigrant students. Mathematics Teaching in the Middle School, 7(6), 346–351. Retrieved from

Shaughnessy, J.M. (2013). Mathematics in a STEM context. Mathematics Teaching in the Middle School, 18(6), 324.

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers-Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.

White, D. Y. (2002). Preparing preservice teachers to work in diverse mathematics classrooms: A challenge for all. The Mathematics Educator, 12(1), 2–4.

Williams, T.O., Ernst, J.V., & Kaui, T.M. (2015). Special populations at-risk for dropping out of school: A discipline-based analysis of STEM educators. Innovations and Research, 16(1), 41-45.

 Williams, P.J. (2010). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26-35.