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.
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 ...
A collection of more than thirty articles shows teachers how to weave social justice principles throughout the math curriculum, and how to integrate social justice math into other curricular areas as well.
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 ...
How I attempted to deal with these complexities had much to do with my own cultural identity, ideology, and life experiences, as well as my understanding of those of my students and their community. I discuss these issues in chapter 6.
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 ...
The book covers prescient social, political and ethical issues for the domain of education in general and mathematics education in particular from the perspectives of critical theory, feminist theory and social justice research.
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 ...
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.
In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students.
If oppression is learned through unconscious pain, then the learning of liberation needs a conscious healing (Bishop, ... individual healing reinforces the private isolation that is the basis for 'divide and conquer'” (Bishop, 2015, p.