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| math for social justice: Mathematics for Social Justice: Resources for the College Classroom Gizem Karaali, Lily S. Khadjavi, 2019-07-09 Mathematics for Social Justice offers a collection of resources for mathematics faculty interested in incorporating questions of social justice into their classrooms. The book begins with a series of essays from instructors experienced in integrating social justice themes into their pedagogy; these essays contain political and pedagogical motivations as well as nuts-and-bolts teaching advice. The heart of the book is a collection of fourteen classroom-tested modules featuring ready-to-use activities and investigations for the college mathematics classroom. The mathematical tools and techniques used are relevant to a wide variety of courses including college algebra, math for the liberal arts, calculus, differential equations, discrete mathematics, geometry, financial mathematics, and combinatorics. The social justice themes include human trafficking, income inequality, environmental justice, gerrymandering, voting methods, and access to education. The volume editors are leaders of the national movement to include social justice material into mathematics teaching. Gizem Karaali is Associate Professor of Mathematics at Pomona College. She is one of the founding editors of The Journal of Humanistic Mathematics, and an associate editor for The Mathematical Intelligencer and Numeracy ; she also serves on the editorial board of the MAA's Carus Mathematical Monographs. Lily Khadjavi is Associate Professor of Mathematics at Loyola Marymount University and is a past co-chair of the Infinite Possibilities Conference. She has served on the boards of Building Diversity in Science, the Barbara Jordan-Bayard Rustin Coalition, and the Harvard Gender and Sexuality Caucus. |
| math for social justice: High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, John W. Staley, 2020-03-09 Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future. |
| math for social justice: Rethinking Mathematics Eric Gutstein, Bob Peterson, 2005 In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind. |
| math for social justice: Teaching Mathematics for Social Justice Anita A. Wager, David W. Stinson, 2012 This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them-and who have inspiring stories of their own to tell - and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the years ahead--page [4] of cover. |
| math for social justice: Toward Equity and Social Justice in Mathematics Education Tonya Gau Bartell, 2018-08-14 This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: Disrupting policies and reforms to address the needs of marginalized learners A socio-spatial framework for urban mathematics education Linking literature on allywork to the work of mathematics teacher educators Transnational families’ mathematical funds of knowledge Multilingual and technological contexts for supporting learners’ mathematical discourse Preservice teachers’ strategies for teaching mathematics with English learners Toward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education. |
| math for social justice: Reading and Writing the World with Mathematics Eric Gutstein, 2012-09-10 Mathematics education in the United States can reproduce social inequalities whether schools use either basic-skills curricula to prepare mainly low-income students of color for low-skilled service jobs or standards-based curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice. |
| math for social justice: Maththatmatters 2 David Stocker, 2017 In his follow-up to the groundbreaking Maththatmatters, David Stocker gives us Maththatmatters2 a collection of 50 brilliant lessons for grades 6-9 that link mathematics and social justice. For educators keen to provide rich learning opportunities and differentiated content that engages students with their lived realities, these lessons are sure to spark meaningful discussions...and action. |
| math for social justice: Mathematics Teacher Education in the Public Interest Bharath Sriraman, Laura J. Jacobsen, Jean Mistele, 2013-02-01 Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals to support equity in mathematics education and to diversify student interest and participation in mathematics. These goals must also resonate with broader public interest goals to improve educational and social conditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aims to support mathematics teacher educators to prepare teachers with new knowledge and skills to support all students to learn mathematics and to become informed, engaged, and critical citizens within their community, nation, and world. While internationally there is considerable interest among mathematics educators in issues of equity and social justice, the literature on mathematics teacher education for equity and social justice thus far has been very limited.The book provides theoretical discussions on the need for equity and social justice emphases in mathematics teacher education, as well as practical examples from mathematics teacher educators, documenting their own professional efforts to center practices on equity and social justice. Section emphases include critical perspectives on mathematics teacher education, the use of equity and social justice-themed activities in mathematics teacher preparation courses, and issues of identity and community and cultural contexts in mathematics teacher education. In addition syntheses of major ideas of the book are offered by experienced researchers. |
| math for social justice: Critical Issues in Mathematics Education Bharath Sriraman, Paul Ernest, Brian Greer, 2009-06-01 The word critical in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is at a point of crisis. A second meaning is expressing adverse or disapproving comments or judgments. A third is related to the verb to critique, meaning to analyze the merits and faults of. The authors contributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics in society and the implications for education. Traditional reasons for teaching mathematics include: preparing a new generation of mathematics researchers and a cadre of technically competent users of mathematics; training students to think logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remain valid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing many aspects of contemporary society, that will connect mathematics education to the lived experiences of students, their communities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians and mathematics educators. The book is organized in four sections (1) Mathematics education: For what and why? (2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics education The chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education, and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives. |
| math for social justice: Rehumanizing Mathematics for Black, Indigenous, and Latinx Students Imani Goffney, Rochelle Gutiérrez, Melissa Boston, 2018 Mathematics education will never truly improve until it adequately addresses those students whom the system has most failed. The 2018 volume of Annual Perspectives in Mathematics Education (APME) series showcases the efforts of classroom teachers, school counselors and administrators, teacher educators, and education researchers to ensure mathematics teaching and learning is a humane, positive, and powerful experience for students who are Black, Indigenous, and/or Latinx. The book's chapters are grouped into three sections: Attending to Students' Identities through Learning, Professional Development That Embraces Community, and Principles for Teaching and Teacher Identity. To turn our schools into places where children who are Indigenous, Black, and Latinx can thrive, we need to rehumanize our teaching practices. The chapters in this volume describe a variety of initiatives that work to place these often marginalized students--and their identities, backgrounds, challenges, and aspirations--at the center of mathematics teaching and learning. We meet teachers who listen to and learn from their students as they work together to reverse those dehumanizing practices found in traditional mathematics education. With these examples as inspiration, this volume opens a conversation on what mathematics educators can do to enable Latinx, Black, and Indigenous students to build on their strengths and fulfill their promise. |
| math for social justice: Sometimes We Do Omowale Moses, 2019-09 Johari loves daddy days, when he and his father make scrumptious pancakes, ride trains, play ball and talk about concepts like thick and thin, tall and short, and humongous. Written by Math Talk founder, Omo Moses, this book will spark fun family conversations packed with learning--Back cover. |
| math for social justice: Mathematics for Social Justice Catherine A. Buell, Bonnie Shulman, 2021-11-18 Mathematics instructors are always looking for ways to engage students in meaningful and authentic tasks that utilize mathematics. At the same time, it is crucial for a democratic society to have a citizenry who can critically discriminate between “fake” and reliable news reports involving numeracy and apply numerical literacy to local and global issues. This book contains examples of topics linking math and social justice and addresses both goals. There is a broad range of mathematics used, including statistical methods, modeling, calculus, and basic algebra. The range of social issues is also diverse, including racial injustice, mass incarceration, income inequality, and environmental justice. There are lesson plans appropriate in many contexts: service-learning courses, quantitative literacy/reasoning courses, introductory courses, and classes for math majors. What makes this book unique and timely is that the most previous curricula linking math and social justice have been treated from a humanist perspective. This book is written by mathematicians, for mathematics students. Admittedly, it can be intimidating for instructors trained in quantitative methods to venture into the arena of social dilemmas. This volume provides encouragement, support, and a treasure trove of ideas to get you started. The chapters in this book were originally published as a special issue of the journal, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. |
| math for social justice: Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice Basil M. Conway IV, Lateefah Id-Deen, Mary Candace Raygoza, Amanda Ruiz, John W. Staley, Eva Thanheiser, 2022-07-20 If you teach middle school math and have wanted to promote social justice, but haven’t been sure how to get started, you need to check out this book. It incorporates lessons you can use immediately as well as how to foster the kind of classroom community where students will thrive. It’s the kind of book you’ll want to have alongside you to support you throughout your journey. Robert Kaplinsky Author and Consultant Long Beach, CA Empower young adolescents to be the change—join the teaching mathematics for social justice movement! Students of all ages and intersecting identities—through media and their lived experiences— bear witness to and experience social injustices and movements around the world for greater justice. However, when people think of social justice, mathematics rarely comes to mind. With a user-friendly design, this book brings middle school mathematics content to life by connecting it to issues students see or experience. Developed for use by Grades 6-8 educators, the contributed model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social injustices. Learn to plan daily instruction that engages young adolescents in mathematics explorations through age-appropriate, culturally relevant topics such as health and economic inequality, human and civil rights, environmental justice, and accessibility. Features include: Content cross-referenced by mathematical concept and social issues Connection to Learning for Justice’s social justice standards Downloadable teacher materials and lesson resources Guidance for lessons driven by young adolescents’ unique passions and challenges Connections between research and practice Written for teachers committed to developing equitable and empowering practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to young adolescents’ daily lives, strengthen their mathematical understanding, and expose them to issues that will support them in becoming active agents of change and responsible leaders. |
| math for social justice: Critical Mathematics Education Paul Ernest, Bharath Sriraman, Nuala Ernest, 2016-01-01 Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics—not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice. This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real?life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity. The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice. |
| math for social justice: Leading Equity Sheldon L. Eakins, 2022-06-13 Transform your school and your classroom with these best practices in equity That the typical modern classroom lacks equity will come as no surprise to many educators. But few resources explain how to remedy that situation in the here and now. Leading Equity delivers an eye-opening and actionable discussion of how to transform a classroom or school into a more equitable place. Through explorations of ten concrete steps that you can take right now, Dr. Sheldon L. Eakins offers you the skills, resources, and concepts you'll need to address common equity deficiencies in education. You'll learn about: Things you can do today to advance the cause of equity in your classroom, from reconsidering your language choices to getting to know yourself and your students Using social justice as the basis for your advocacy for equity How to promote a decolonial atmosphere and model vulnerability and humility for your students and colleagues Ideal for educators and educational leaders at all stages of their careers, Leading Equity will help you improve your ability to offer an equitable environment to all of your students. |
| math for social justice: Culturally Responsive Mathematics Education Brian Greer, Swapna Mukhopadhyay, Arthur B. Powell, Sharon Nelson-Barber, 2009-05-20 At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions. |
| math for social justice: Critical Race Theory in Mathematics Education Julius Davis, Christopher Jett, 2019-04-30 Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans’ mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Across the ten chapters, scholars expand the uses of CRT in mathematics education and share insights with stakeholders regarding the racialized experiences of mathematics students and educators. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults. |
| math for social justice: Latinos/as and Mathematics Education Kip Téllez, Judit N. Moschkovich, Marta Civil, 2011-05-01 This book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school. The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/a learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latino/a students. |
| math for social justice: Democracy and Mathematics Education Kurt Stemhagen, Catherine Henney, 2021-05-06 In Democracy and Mathematics Education, Kurt Stemhagen and Catherine Henney develop a way of thinking about the nature and purposes of math that is inclusive, participatory, and thoroughly human. They use these ideas to create a school mathematics experience that can enhance students’ math abilities and democratic potential. They locate mathematics’ origins in human activity and highlight the rich but often overlooked links between mathematical activity and democratic, social practices. Democratic mathematics education foregrounds student inquiry and brings to light the moral dimensions of a discipline that has both remarkable utility and inevitable limitations. For math educators, the book’s humanities approach helps to see the subject anew. For philosophers, it provides an important real world context for wrestling with perennial and timely questions, engaging democratic and evolutionary theory to transform school math. This alternative approach to mathematics and mathematics education provides a guide for how to use math to make democracy a larger part of school and wider social life. 2021 Winner of the AESA Critics’ Choice Book Award. |
| math for social justice: Teaching Science for Social Justice Angela Calabrese Barton, Jason L. Ermer, Tanahia A. Burkett-Benton, Margery D. Osborne, 2018-08-24 How might science education reflect the values of a socially just and democratic society? How do urban youth living in poverty construct science in their lives in ways that are enriching, empowering, and transformative? Using a combination of in-depth case studies and rigorous theory, this volume: Offers a series of teaching stories that describes youth’s practices of science, providing valuable insight to help teachers work with inner-city youth.Explores the importance of inclusiveness, membership rules, and the purposes and goals of good science, including utility, pragmatism, and doing good for others.Shows how science connects to the lives of youth both in and out of school. Builds on and critiques current reform initiatives in science education.Features stories taken from six years of teaching and research in after-school science programs with children and youth in homeless shelters.Illustrates how the children’s unique situations framed their constructions of science in compelling and challenging ways. |
| math for social justice: Racial Inequality in Mathematics Education Thierry Elin-Saintine, 2021-08-26 This book focuses on the math identity construction of 11 Black students. High school students' perception of what/who is a math person constrained and limited their sense of belonging to the community of doers of mathematics. This study offers new insights into the racial opportunity-gap in mathematics education. |
| math for social justice: Social Justice and Putting Theory Into Practice in Schools and Communities Susan Trostle Brand, Lori E. Ciccomascolo, 2019-09 This book highlights and proposes historical, personal, and action-oriented solutions for five key areas of social inequity in education: race, class, LGBTQ, women's rights, and ability-- |
| math for social justice: Empowering Science and Mathematics Education in Urban Schools Edna Tan, Angela Calabrese Barton, Maura Varley Gutiérrez, Erin Turner, 2012-08-15 Argues that teachers and schools should create hybrid third spaces--neither classroom nor home--in which underserved students can merge their personal worlds with those of math and science. |
| math for social justice: Social Studies, Literacy, and Social Justice in the Elementary Classroom Ruchi Agarwal-Rangnath, 2022-09-23 Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics--COVID-19, racism, and impending environmental catastrophe. Grounded in the daily realities of public schools, Agarwal-Rangnath shows teachers how to use primary and other sources that will offer students new ways of thinking about history while meeting language arts standards for information text proficiency and critical thinking. Educators will also learn how to teach language arts and social studies as complementary subjects. New for the Second Edition: More concrete connections between theory and practice. Additional lesson examples that are centered in today's context of converging pandemics. Reflection questions that challenge readers to think about ways to navigate curricular constraints and standardization in the classroom. |
| math for social justice: Social Justice Talk Chris Hass, 2020 The author shows how K-5 teachers can introduce the importance, discuss, and explore social justice practices for younger students-- |
| math for social justice: Mathematics for Equity Na’ilah Suad Nasir, Carlos Cabana, Barbara Shreve, Estelle Woodbury, Nicole Louie, 2014-12-04 In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership |
| math for social justice: Equity in Mathematics Education Constantinos Xenofontos, 2019-10-01 Following in the steps of the socio-political turn of the discipline, Equity in Mathematics Education: Addressing a Changing World emerged as a response of the editor and the chapter authors to the enormous changes that have in the last years occurred at a global level (for example, the ongoing war in Syria, the political [in]actions of powerful nations to fight climate change, the rise of far-right parties in many countries around the world, and so on). In recent years, massive migration waves from the Middle East have caused significant demographic changes to many European countries, Canada and the US, that are reflected in schools and classrooms. These observations have led this book’s contributors to reconsider the concept and/or practice of equity, and its related concept, social justice, and the role of mathematics education research in addressing and promoting a fairer world. Contrary to other, perhaps highly specialized books concerned with similar topics, this book aims to provide a smooth, yet deep introduction to those who are new to this research area. Equity in Mathematics Education: Addressing a Changing World contributes to the understanding of equity and its complex relations to mathematics education. It is anticipated that it will support individuals in teaching, educational research, policy making and planning, and teacher education, in becoming more aware of the interplay between school mathematics and socio-political issues that, ultimately, impacts the lives of learners and their communities, teachers as practitioners and as citizens, the wider society, and the world as a whole. Even though each chapter can be read independently of others, an engagement with all chapters in this volume will provide readers with a solid holistic understanding of the research territory of equity and mathematics education. |
| math for social justice: Teaching Mathematics for Social Justice, Grades K-12 Dr. Kristopher J. Childs, Dr. John W. Staley, 2024-06-18 Your journey to becoming a social justice mathematics educator begins here. Every journey has a beginning—a starting point—where you take a moment to set your sights on your next destination carefully. Teaching mathematics for social justice (TMSJ) means reimagining your mathematics classroom in a way that serves more children better–as a place that lifts mathematics up as a tool for students to analyze and understand the worlds around them, celebrate their unique identities and their communities, and become agents of change. For any K-12 educator who values these goals Teaching Mathematics for Social Justice, Grades: A Guide for Moving from Mindset to Action can be the start of a transformational journey. Guiding you in planning, implementing, assessing, and showcasing social justice mathematics lessons and helping children apply their learning beyond the classroom, this book: Encourages self-reflection on the why of your teaching and examines your own mindset about mathematics Provides a step-by-step action plan for creating equitable and socially just mathematics classrooms that focus on rich and collaborative mathematics learning Incorporates interactive reflection prompts, self-assessments, and activities throughout the journey Describes culturally responsive teaching practices to better respond to the instructional needs of the diverse individuals in your classroom Offers activities to identify what current events and social issues are important to children and their families Inspires you to remain steadfast in their journey of growth toward becoming a social justice mathematics educator Complete with sample lessons, online resources, and practical tools, this guide will empower you to better understand the children in your classroom, leverage their strengths, and make mathematics learning relevant and useful as they use mathematics to address the issues they care about. Start your journey towards becoming a social justice mathematics educator today. |
| math for social justice: Mathematics for Social Justice Lily S. Khadjavi, 2019 Mathematics for Social Justice offers a collection of resources for mathematics faculty interested in incorporating questions of social justice into their classrooms. The book begins with a series of essays from instructors experienced in integrating social justice themes into their pedagogy; these essays contain political and pedagogical motivations as well as nuts-and-bolts teaching advice. The heart of the book is a collection of fourteen classroom-tested modules featuring ready-to-use activities and investigations for the college mathematics classroom. The mathematical tools and techniques |
| math for social justice: Transdisciplinarity in Mathematics Education Limin Jao, Nenad Radakovic, 2017-10-15 The book explores various facets of transdisciplinarity in mathematics education and its importance for research and practice. The book comprehensively outlines the ways that mathematics interacts with different disciplines, world views, and contexts; these topics include: mathematics and the humanities, the complex nature of mathematics education, mathematics education and social contexts, and more. It is an invaluable resource for mathematics education students, researchers, and practitioners seeking to incorporate transdisciplinarity into their own practice. |
| math for social justice: Principles to Actions National Council of Teachers of Mathematics, 2014-02 This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning. |
| math for social justice: Project-Based Learning in the Math Classroom Chris Fancher, Telannia Norfar, 2021-10-03 Project-Based Learning in the Math Classroom explains how to keep inquiry at the heart of mathematics teaching and helps teachers build students' abilities to be true mathematicians. This book outlines basic teaching strategies, such as questioning and exploration of concepts. It also provides advanced strategies for teachers who are already implementing inquiry-based methods. Project-Based Learning in the Math Classroom includes practical advice about strategies the authors have used in their own classrooms, and each chapter features strategies that can be implemented immediately. Teaching in a project-based environment means using great teaching practices. The authors impart strategies that assist teachers in planning standards-based lessons, encouraging wonder and curiosity, providing a safe environment where failure occurs, and giving students opportunities for revision and reflection. Grades 6-10 |
| math for social justice: Mathematics for Social Justice Gizem Karaali, Lily S. Khadjavi, 2021-11-15 Mathematics for Social Justice: Focusing on Quantitative Reasoning and Statistics offers a collection of resources for mathematics faculty interested in incorporating questions of social justice into their classrooms. The book comprises seventeen classroom-tested modules featuring ready-to-use activities and investigations for college mathematics and statistics courses. The modules empower students to study issues of social justice and to see the power and limitations of mathematics in real-world contexts of deep concern. The primary focus is on classroom activities where students can ask their own questions, find and analyze real data, apply mathematical ideas themselves, and draw their own conclusions. Module topics in the book focus on technical content that could support courses in quantitative reasoning or introductory statistics. Social themes include electoral issues, environmental justice, equity/inequity, human rights, and racial justice, including topics such as gentrification, partisan gerrymandering, policing, and more. The volume editors are leaders of the national movement to include social justice material in mathematics teaching and jointly edited the earlier AMS-MAA volume, Mathematics for Social Justice: Resources for the College Classroom. Gizem Karaali is Professor of Mathematics at Pomona College. She is a past chair of the Special Interest Group of the MAA on Quantitative Literacy (SIGMAA-QL). She is one of the founding editors of The Journal of Humanistic Mathematics, senior editor of Numeracy, and an associate editor for The Mathematical Intelligencer; she also serves on the editorial board of the MAA's Classroom Resource Materials series. Lily Khadjavi is Professor and Chair of Mathematics at Loyola Marymount University and is a past co-chair of the Infinite Possibilities Conference. In 2020 she was appointed by the California State Attorney General to the Racial and Identity Profiling Act Board, which works with the California Department of Justice. She currently serves on the editorial board of the MAA's Spectrum series and the Human Resources Advisory Committee for the Mathematical Sciences Research Institute in Berkeley. |
| math for social justice: A Pedagogy for Liberation Ira Shor, Paulo Freire, 1987 Two world renowned educators, Paulo Freire and Ira Shor, speak passionately about the role of education in various cultural and political arenas. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process. In a lively exchange, the authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. Shor and Freire illustrate the possibilities of transformation by describing their own experiences in liberating the classroom from its traditional constraints. They demonstrate how vital the teacher's role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For those readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way. |
| math for social justice: If the World Were a Village David J. Smith, 2002 This unusual picture book shrinks the world's population down to a village of 100 to help children better understand who we are, where we live, how fast we are growing and more. Thought-provoking and highly effective, this world-in-miniature will open eyes to a wider view of our planet and its human inhabitants. |
| math for social justice: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| math for social justice: Building Support for Scholarly Practices in Mathematics Methods Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, Wendy B. Sanchez, 2017-09-01 Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice. |
| math for social justice: Issues in Mathematics Teaching Peter Gates, 2002-09-11 This book presents the key debates that the mathematics teacher will need to understand, reflect on and engage in as part of their professional development. Issues in Mathematics Teaching is suitable for those at initial training level right through to practising mathematics teachers. Its accessible structure enables the reader to pursue the issues raised as each chapter includes suggestions for further reading and questions for reflection or debate. |
| math for social justice: Social Studies for Social Justice Rahima C. Wade, 2007-04-13 Explores the value and impact of implementing social action and social justice activities in the elementary classroom. Includes a discussion about how teaching social studies for social justice relates to standardized testing and state curricula and offers classroom activities, teaching ideas, and a list of children's books, curriculum materials, and websites. |
| math for social justice: The Impact of Identity in K-8 Mathematics Learning and Teaching Julia Aguirre, Danny Bernard Martin, 2013 Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions |
Mathematics Education Through the Lens of Social Justice ...
ping role of mathematics contributes to the lack of diversity in the mathematics education workforce. A social justice approach to mathematics education recognizes this linkage and …
Addressing social justice in the maths classroom - The Teaching …
‘mathematics’ really is? What is ‘teaching maths for social justice’ (TMSJ)? TMSJ aims to: Employ collaborative, discursive, problem-solving, and problem-posing pedagogies, which promote …
Social justice in the mathematics classroom - ed
This paper argues that the current situation that predominates in mathematics classrooms, described below, should not be taken as given, and that alternative approaches towards …
Exploring Issues of Social Justice Through Mathematics
Three key strategies for integrating social justice into mathematics were identified as: 1. Linking math to real life inequity problems. 2. Interconnecting student experience with mathematics. 3. …
Exploring math through social justice context problems - Weebly
Pose and answer their own questions about the situation. Choose and apply math and non-math skills and use them purposefully. Learn and practice problem solving skills in authentic ways …
A Guide for Integrating Issues of Social and Economic Justice into ...
No matter the experiences, advantages, struggles, neighborhood, race, class, and gender of your students, learning math within a social justice framework is important for their understanding of …
Mathematics teachers and social justice: A systematic review of ...
This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics …
Mathematics for Social Justice - American Mathematical Society
Mathematics for Social Justice offers a collection of resources for math-ematics faculty interested in incorporating questions of social justice into their classrooms. The book begins with a series …
Rethinking Teaching and Learning Mathematics for Social Justice …
Third, the instantiation of teaching mathematics for social justice proved challenging. Coupling TLMSJ and culturally relevant pedagogy (CRP), Leonard, Brooks, Barnes-Johnson, and Berry …
Teaching Mathematics with a Social Justice Focus - College of …
mathematics lessons with a social justice focus. The purpose of this project was to provide opportunities for teacher candidates to explore social justice issues in the context of teaching …
SOCIAL JUSTICE MATH IN ACTION: FROM EDUCATIONAL MODEL …
Social justice mathematics is a means to address the significance of mathematics in our lives and those of others, which directly impacts student identity. Math teachers so rarely allow …
Special Issue - todos-math.org
Adapting Gutstein’s (2006) framework of teaching mathematics for social justice, we describe the components of the project, align the project to the social justice framework, and discuss the …
INTEGRATING SOCIAL JUSTICE INTO MIDDLE SCHOOL …
mathematics. The findings of this study suggests that teachers can integrate social justice into the mathematics curriculum if they have the benefit of professional development. Most teachers …
Teaching Mathematics and Science Through a Social Justice Lens
This qualitative, descrip-tive, and interpretative study examines the experiences and reflections of 26 middle grade and secondary pre-service mathematics and science teachers on teaching …
Teaching Social Justice through Mathematics: A Self-Study of ... - ed
During this self-study I analyzed my meaning making process behind bridging my conceptual understanding of mathematics for social justice to my actual teaching practice to better …
Learning to Teach Mathematics for Social Justice: Negotiating …
reorganize interpretations of social institutions, traditions, and proposals for political reforms. In his work, Skovsmose examined projects focused on mathematics, relevant to Danish students’ …
Teaching and Learning Mathematics for Social Justice in an Urban ...
Social justice pedagogy broadens the concept of equity work in mathematics classrooms and may help promote a more just society. Key Words: Attitudes; Beliefs; Critical theory; …
Just Mathematics: Getting Started Teaching Postsecondary Math …
may want to teach mathematics for social justice, how to begin to implement issues of social justice into postsecondary math courses, and publicly available social justice materials for …
Critical Pedagogy and Teaching Mathematics for Social Justice
Through using narrative and textual data, the authors illustrate how a graduate-level, critical theory and teaching mathematics for social justice course assisted, in part, in providing not …
Social Justice and Math Meet Our New Director Black Male …
Social Justice and Math Teaching Liberation and Love White supremacy affects every element of the U.S. education system. Find out how students, educators and ... the four domains of TT’s …
Special Issue Mathematics Education: Through the Lens of Social Justice
For this TEEM special issue on mathematics education through the lens of social justice, we sought manuscripts from classroom teachers, teacher educators, and other interested …
Teaching for social justice in middle grades mathematics: Lessons …
(2006) articulates teaching math for social justice as having two specific sets of pedagogical goals: one focused on social justice and the second on math. In response to dominant teacher …
Teaching Mathematics for Social Justice
16 Teaching Mathematics for Social Justice COUNTING THE VOTES TEACHER NOTES Opportunities for learning: This project promotes understanding of different voting systems by …
Disability-Friendly Environment with Ramp: STEM Activity in …
understanding social justice issues around them, either local or global (Wright, 2016). On the other hand, social justice issues also enhance mathematics learning to help the students build …
Understanding Our World Beyond the Numbers: Insights of
(2013). Rethinking Mathematics: Teaching Social Justice by the Numbers. ISBN 978-0942961553 Root, Rob (2009). Social Justice through Quantitative Literacy: A Course Connecting …
THE SOCIAL MATH LITERACY PROJECT: A PROFESSIONAL …
THE SOCIAL MATH LITERACY PROJECT: A PROFESSIONAL DEVELOPMENT THAT SCAFFOLDS TEACHING OPEN-ENDED MATH PROBLEMS WITH AN EMPHASIS IN …
Social Justice and Mathematics - blogs.sd38.bc.ca
within social justice topics. Math That Matters 2: A Teacher Resource Linking Math and Social Justice Stocker, D. (2019). Math that matters 2: A teacher resource linking math and social …
Math in Society from a Diversity and Social Justice Lens
13. Theoretical Probability 136 14. Expected Value 159 UNITIV.UNIT 4: STATISTICS 15. Summary Statistics 167 16. DSJ Investigation: Educational Opportunity Gaps 183
Mathematics for criminal justice - dcmathpathways.org
12 Jun 2019 · pathways and align math requirements with specific programs of study (Getz & Ortiz, 2016), this brief explores the recommended math courses and content for criminal …
Critical Pedagogy and Teaching Mathematics for Social Justice
The meanings behind teaching for social justice are complex, multi-layered, and often contradictory (North, 2006). North, in delving into the substantive meaning(s) of social justice, …
Teaching College Mathematics With, About, and For Social Justice
About social justice means a lesson is planned and purposeful in looking at serious or provocative social issues using mathematics. For social justice is anchored by the idea that mathematics is …
Why can’t we be friends? Using music to teach social justice - ed
Social justice, according to Rawls (1999), is “the basic structure of society, or more exactly, the way in which the major social institutions distribute fundamental rights and duties and …
Special Issue - todos-math.org
For this TEEM special issue on mathematics education through the lens of social justice, we sought manuscripts from classroom teachers, teacher educators, and other interested …
Teaching Social Justice through Mathematics: A Self-Study of
Teaching Social Justice through Mathematics: A Self-Study of Bridging Theory to Practice Lisa Harrison Ohio University, harrisl1@ohio.edu ... to teach a week long math unit at the former …
In , David Stocker has crafted another 50 lessons linking …
A teacher resource linking math and social justice 50 lessons CCPA 2017 We are at a point in history where we need young people to be fully engaged in their worlds, and mathematics for …
Talking about Teaching Mathematics for Social Justice - JSTOR
MATHEMATICS FOR SOCIAL JUSTICE DAVID STOCKER, DAVID WAGNER We are disturbed by the inequities in our world and believe that mathematics educators (consciously or not) …
Music and Social Justice - Community MusicWorks
Moses’ national Algebra Project that introduces kids to math and social justice issues together. The program combines an ingenious curriculum for teaching math with a tiered tutoring …
PAPER OPEN ACCESS Social justice in mathematics education for ...
Social justice in mathematics education for sustainable development To cite this article: S Mawarti and E Nurlaelah 2020 J. Phys.: Conf. Ser. 1521 032094 View the article online for updates and ...
Social Math: A Method to Make Complex Data Meaningful
Social math has the potential to be very evocative, particularly when combined with effective visual design. Examples of Social Math Let’s look at a few examples of visual designs using …
Mathematics Education and Social Justice: A Conversation with …
opportunities. So math education is not immune. And, while math education is a hopeful context, we need to interrogate it for its role in reproducing those inequities that make a social justice …
GLOBAL MATH STORIES: TRAVEL THE WORLD, EXPLORE SOCIAL JUSTICE…
Each story contains sample social justice or extension questions to motivate students to think more deeply. The sample problems attached to various stories are written in ways to facilitate …
REIMAGINING DEFINITIONS OF TEACHING MATHEMATICS FOR SOCIAL JUSTICE …
social justice in mathematics education. This paper seeks to understand the range of views of TMSJ that pre-service secondary mathematics teachers embrace after being exposed to a …
Black Lives Matter in Teaching Mathematics for Social Justice - ed
social justice. Some justice-oriented lessons have already been produced and can be used to link mathematics to #BLM. ... Alabama (see Figure 3), which was $2.50 in 1895, can be used as a …
Teaching mathematics for social justice: The challenges and the ...
The challenges in teaching social justice includes social and political issues, which may replace rich, rigorous mathematics. Some teachers fear TMfSJ because it encourages students to …
Hexagonal Book-Design Demonstration: Connecting Math, Book …
Demonstration: Connecting Math, Book-Arts, and Social Justice The International Interdependence PAEA 2017, Pittsburgh, PA Beth Burkhauser, Keystone College ... 2017 …
Social justice: Concepts, principles, tools and challenges
16 Dec 2013 · Social justice is a normative concept centred on the notion of fairness and the principles of equality, equity, rights and participation. This paper sheds light on some of the …
SOCIAL JUSTICE DRIVEN STEM: ACHIEVING EQUITY GOALS …
social justice mathematics for three years, and the teacher sought various other professional development opportunities (e.g., technology, equitable collaboration). ... (TRU Math) Rubric …
Mathematics for social work - dcmathpathways.org
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, …
Home Resources Radical Math: Creating Balance in An Unjust …
Radical Math website, www.radicalmath.org, is an evolving exploration of teaching and learning focused on both math skills and social justice issues. In April 2007, Radical Math cosponsored …
maththatmatters to transcontinental final - Canadian Centre for …
about: facilitating positive social change. David Stocker’s groundbreaking work provides educators and students with complete and thoughtful lesson plans, designed for grades 6-9, using math …
Making space : teaching for diversity and social justice …
social justice (e.g., increased accessibility for people with physical disabilities). Making Space: Teaching for Diversity and Social Justice throughout the K-12 Curriculum Grades 8 to 10 …
Mathematics for Social Justice - American Mathematical Society
Dave Kung makes a similar case for designing a math class to promote a mindful citizenry in “Math for Social Justice: A Last Math Class for Responsible Citizens.” He is guided by the …
Fracking: Drilling into Math and Social Justice - JSTOR
tered social justice lessons. However, I am often disappointed with either the students’ lack of mathematical explora-tion or the students’ levels of under-standing of the social issues. These …
Teaching and Learning Mathematics for Social Justice in an …
social justice in an urban, Latino classroom and about the role of an NCTM Standards- based curriculum. I was the teacher in the study and moved with the class from seventh
Just Mathematics: Getting Started Teaching Postsecondary Math …
may want to teach mathematics for social justice, how to begin to implement issues of social justice into postsecondary math courses, and publicly available social justice materials for …
21 Free Resources for Social Justice Lesson Plans - WeAreTeachers
21 Feb 2021 · This social justice resource list would not be complete without the Zinn Education Project. This group offers workshops for teachers and administrators on how to teach people’s …
Teaching for Social Justice in Mathematics - Amazon Web …
• Start by introducing the social justice issue • Begin introducing the math • Social justice issue doesn’t have to be the focus of every lesson • Scaffold both the math concepts and the social …
TSG 54: Social and political dimensions of mathematics education
Teacher conceptions on social justice and democracy in mathematical education Natalia Ruiz-López and José Bosch Betancor Autonomous University of Madrid, DICEMA-GICE Research …
Mathematics for criminal justice - dcmathpathways.org
colleges also offer mathematics for business and economics (Math 1324) as an option for criminal justice majors. 13 Require at least one specific course 17 Do not require a specific course. …
Math/ Stats Courses and Prerequisites - Swarthmore College
61: Math Stats 1 111: Math Stats 2 21: Stat 2 11: Stat 1 20: Social Justice 003: Math Thinking corequisite corequisite 54: PDE Need 27/28 66: Stochastic Need 27/28 Need 27/28 **In …
Mathematics for criminal justice - dcmathpathways.org
colleges also offer mathematics for business and economics (Math 1324) as an option for criminal justice majors. 13 Require at least one specific course 17 Do not require a specific course. …
Supporting Preservice Mathematics Teachers Culturally Responsive ...
social justice into mathematics lessons that were based more so on pedagogy than ideology. Specifically, they found that 15 of the 40 PSTs were ideologically receptive to teaching for …
Socially Just Assessment: Theory and Examples of Practice
•Integration of Writing and Math/Science Centers. Some Concluding Thoughts ... •McArthur (2016) Assessment for social justice: the role of assessment in achieving social justice, …
Helping teachers implement culturally responsive practices during math …
Math involves problem solving and reasoning and can draw upon students’ empathy, senses, and feelings. ... • Frame problems around current or historical issues of injustice or social justice …
Just Mathematics: Getting Started Teaching Postsecondary Math …
may want to teach mathematics for social justice, how to begin to implement issues of social justice into postsecondary math courses, and publicly available social justice materials for …
Addressing Dilemmas of Social Justice Mathematics
justice. Social justice mathematics has various definitions in the research literature (Bartell 2013; Gonzalez 2009). SJM may also be referred to as critical mathematics or teaching math for ...
The Math Wars - ResearchGate
justice, calling for “equality of opportunity through the fair distribution of extant knowledge” (Stanic, 1987, p. 152). To these social forces shaping mathematics curricula, I would add one
Challenges Related to Teaching Mathematics Using Social Justice ...
describes that social justice mathematics can be defined in many different ways depending on individual world views. For instance, Osler (2007) provides one definition of social justice …
Addressing the Body Mass Index Using a Teaching Math for Social Justice ...
1 Sep 2022 · (Ani, 2021). He describes the math classroom as an appropriate place to explore complicated social and political problems because many can be better understood using …
