Social justice in the math classroom
I recently spoke with a professor who, like many of us, was overwhelmed with taking his courses fully online while juggling multiple new initiatives simultaneously. The college was trying to reduce texts and materials costs, prepare entirely online courses, update materials for an impending accreditation visit, and, on top of it all, deliberately embed curricular activities regarding diversity and related topics across the curriculum. While some subjects are obviously conducive to this college initiative, it’s often hard for faculty to see the connections with things they already do.
Thinking through the connections
I’m teaching liberal arts this fall, so I am easily able to find such connections. I also require my students to find an article weekly about math topics in real life, so it lends itself well to this. It can, however, still be somewhat vague and not deliberate, so I’m focusing on embedding more problem solving activities that directly address these topics.
I keep thinking of the Mathematics for Democracy and its strong arguments for quantitative literacy. While the text is almost twenty years old, its arguments are timeless. Every citizen needs to have some basic numeracy and quantitative reasoning skills; they need problem solving strategies and critical thinking tools. They need to know how to apply mathematical knowledge to real life.
Outside of the book
Some of my students are ‘strong’ students, easily able to rattle off formulas and do computations. And yet, when I ask them to write about math—they do two short writing projects in a semester—they struggle. It’s hard for them to see math beyond the walls of our virtual classroom, beyond the covers of our book.
Here are ideas I share with them in addition to topics directly connected to our chapters. I often use datasets from StatCrunch, as there are over 40,000 of them available. One of my favorites for this includes data about each state and has such things as poverty rates, education rates, crime, etc. (This dataset is over ten years old now, and there are other ones to use. Any StatCrunch user can also easily upload datasets from the web, such as government census materials. StatCrunch is an amazing tool! More on that another day.)
Diversity and Social Justice topics for my students to explore
1. Prisons & mental health rates
- Crimes & racial profiling
- The death penalty and ethnicity
2. Poverty and minimum vs. living wage; labor laws and statistics
- Housing costs and trends; real estate data by demographics
- Homeland defense, defense budgets, military recruiting
- The mathematics of public health, AIDS, asthma, health insurance, etc.
- Educational funding and equity, high stakes testing, class size, homogeneous or heterogeneous grouping of students
3. Impact of tutoring & other initiatives such as mentoring and coaching on diverse populations
4. Environmental racism, pollution, resource availability; the mathematics of the climate
- The mathematics of wild weather
- Chaos and catastrophe theory & modeling
- Effects on neighborhoods/sorted by demographics
And of course there are financial topics:
1. Credit cards
- Managing debt
- Paying for college
2. Saving/budgeting money
- Salary discrepancies for women & minorities
3. High-cost loans and low-income neighborhoods
4. Politics & voting structure/apportionment, etc.
I also might incorporate media like Hidden Figures. The linked website here shares a bunch of resources with commentary and ideas. I find my students seem to really enjoy using media and current event topics as a way to see ‘value’ in our course content.
And there are many more.
Discover the details in the data
Certainly it’s easy to explore by subject area, too. As I noted, if I’m teaching probability and statistics, there are literally thousands of datasets at my fingertips, easily searchable. They’re useful in helping my students see what’s really going on–and we can explore just how easily we can be misled by someone manipulating graphics and interpreting data incorrectly.
We can use probability to look at staffing of juries. We can use data to explore fairness of wages not just in the US but overseas. We can look at traffic stop data and use statistics to determine whether there is / is not racial profiling at play.
We might explore some graph theory and use some geometry to explore things like how UPS, FedEx, and USPS are functioning during the pandemic; has there been a greater disruption in service to lower socioeconomic areas? What about the math behind LEED designed buildings or sustainable communities? Are these available in lower-income communities? How can we locate them to make them more accessible to all?
We’ve all heard about equity in STEM education for all students. Let’s take it a step further. Social justice teaching in mathematics focuses on promoting equity within the mathematics classroom, and also on empowering students to understand and confront inequities outside the classroom.
Some additional resources
The Mathematicians Project by Annie Perkins
At Twitter Math Camp’16, Annie described how she gathered information on name, birth, death, ethnicity, biography, accomplishments (including awards), and math specialty on various mathematicians. Annie’s constantly updated “List of Not White Men Mathematicians With Links” and a description of the project are here.
Teaching Tolerance Math Resources
Teaching Tolerance, a project of the Southern Poverty Law Center, has a wealth of teaching material, including math- and technology-related teaching resources. This organization also has a lot of tools for thinking more about the hidden curriculum of our classrooms.
Creating Balance in an Unjust World Resources
The Creating Balance in an Unjust World Conference on Math Education and Social Justice is a bi-annual event next occurring in 2018 (probably in California). They provide resources for educators interested in integrating issues of social and economic justice into their math classes and curriculum.
And last but by no means least, here is a wiki site with a ton of resources.
About the author
Diane taught in the K12 system and then higher ed since 1992. In June 2015, she resigned her full-time position as a professor and joined the Pearson Customer Success Team, where she develops training curriculum, does training, and helps instructors choose features for their courses. Diane still teaches as an adjunct for University of Maine, and enjoys learning about instructional design as well as neurobiological research and its implications in teaching and learning. You can read some of her articles on the Teaching and Learning Higher Ed blog posts. Currently, Diane manages the Faculty Advisor team; Diane and her team collaborate with their peers across North America.