Mathematics For Social Justice Resources For The College Classroom
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Mathematics for Social Justice: Resources for the College Classroom by Gizem Karaali,Lily S. Khadjavi Pdf
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.
Mathematics for Social Justice by Lily S. Khadjavi Pdf
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
Mathematics for Social Justice by Gizem Karaali,Lily S. Khadjavi Pdf
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.
High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice by Robert Q. Berry III,Basil M. Conway IV,Brian R. Lawler,John W. Staley Pdf
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.
Mathematics for Social Justice by Gizem Karaali,Lily Khadjavi Pdf
This two-volume set offers a collection of resources for mathematics faculty interested in incorporating questions of social justice into their classrooms. Mathematics for Social Justice: Resources for the College Classroom 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. Mathematics for Social Justice: Focusing on Quantitative Reasoning and Statistics 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.
Rethinking Mathematics by Eric Gutstein,Bob Peterson Pdf
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.
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.
Mathematics for Social Justice by Catherine A. Buell,Bonnie Shulman Pdf
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.
Toward Equity and Social Justice in Mathematics Education by Tonya Gau Bartell Pdf
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.
Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice by Basil M. Conway IV,Lateefah Id-Deen,Mary Candace Raygoza,Amanda Ruiz,John W. Staley,Eva Thanheiser Pdf
"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.
Beyond Provincialism by Mahmoud Suleiman,Tonya Huber Pdf
International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes. ENDORSEMENTS: "The educational impact of the COVID-19 pandemic has created the most serious crisis in the history of public education. Addressing this crisis effectively will require efforts aligned with an inclusive and sustainable vision of development, such as articulated by the UN Education 2030 and the Sustainable Development Goals. To build back better educators need to guide their practice by knowledge that is local as well as global, in ways that help their students understand those interdependencies. Beyond Provincialism is an invitation to such an exploration. In this edited volume, Professors Mahmoud Suleiman and Tonya Huber and their colleagues take the reader on a journey that illuminates the impact of hunger among college students in America, how the SDGs can help turnaround high poverty schools, the role of curriculum to promote cross-national collaboration, and how math and science instruction, as well as study abroad, can help students develop procedural and conceptual knowledge that makes visible the relevance of what they learn to the world around them and the impact of the pandemic on teacher preparation in Palestine. The kaleidoscope of insights offered by this book will expand the global awareness and understanding of education as a global activity. A timely and useful resource for teachers and teacher educators that will contribute to advance a transformational education that helps us build back better from the devastation created by the pandemic." — Fernando M. Reimers, Harvard Graduate School of Education "Suleiman and Huber convene a dynamic group of scholars committed to transforming our schools. Using the latest theories and methodological approaches, Beyond Provincialism offers crucial frameworks to understand teaching and learning in a global perspective. This groundbreaking volume wholeheartedly embraces the Sustainable Development Goals (SDGs) and calls upon all of us to simultaneously dismantle systemic inequality and promote equity and social justice in pre-K-20 schools across nations and their institutions. It’s simply a must-read book, especially for practitioners, educators, reformers, researchers, and policy-makers who seek to internationalize education and take it beyond its cursory provincial goals." — Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy, Pennsylvania State University "At a time when proponents of diversity, equity and inclusion are under attack, it is valuable to examine Beyond Provincialism to see how far we still need to go to reform schools and invest in teacher, educator and leader preparation. Grounded in solid frameworks, this timely and informative book astutely provides insights from forceful practitioners, scholars, and researchers whose fascinating experiences and models have practical implications for promoting global multicultural competencies needed to combat racist mindsets and provincial outlooks. Based on Education 2030 vision, the book provides a thoughtful blueprint for integrating international and global dimensions in teacher and educator preparation." — Ken Magdaleno, Center for Leadership, Equity, and Research (CLEAR)
Author : Anita A. Wager,David W. Stinson Publisher : National Council of Teachers of English Page : 213 pages File Size : 50,9 Mb Release : 2012 Category : Mathematics ISBN : 0873536797
Teaching Mathematics for Social Justice by Anita A. Wager,David W. Stinson Pdf
"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.
Exploring Mathematics Through Play in the Early Childhood Classroom by Amy Noelle Parks Pdf
This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play. Common Core State Standards are addressed throughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking—such as perseverance and attention to precision. This book will help put play back into the early childhood classroom where it belongs. Book Features: Makes explicit connections to play and the Common Core State Standards in Mathematics. Offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play. Provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress. Includes highlight boxes with recommended resources, questions for reflection, key research findings, vocabulary, lesson plan templates, and more. “This is one of those books that I wish I had written. It is smart, readable, relevant, and authentically focused on children.” —From the Foreword by Elizabeth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin “In this deceptively easy-to-read book, Amy Parks explains two things that could make a world of difference in early childhood and elementary classrooms: Mathematics isn’t something in a workbook—it’s a fascinating part of the real world; And playing in school isn’t a luxury—it’s an essential context for learning about all sorts of things, including mathematics. Through vignettes of children learning mathematics as they play, Parks helps teachers recognize their ‘answerability to the moment,’ eschewing someone else’s determination of ‘best practice’ in favor of what works with actual children eager to learn mathematics.” —Rebecca New, School of Education, University of North Carolina at Chapel Hill
Mathematics for Equity by Na’ilah Suad Nasir,Carlos Cabana,Barbara Shreve,Estelle Woodbury,Nicole Louie Pdf
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
Rehumanizing Mathematics for Black, Indigenous, and Latinx Students by Imani Goffney,Rochelle Gutiérrez,Melissa Boston Pdf
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.
